The present study aimed to investigate the effect of teaching the “Religious Topics” course through the Successful Intelligence approach on academic motivation and sustainable learning among fifth-grade female elementary school students compared with traditional teaching methods. This study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of fifth-grade female elementary school students in District 4 of Ahvaz, Iran. Two classes were randomly selected and assigned to the experimental and control groups. The experimental group received instruction based on the Successful Intelligence approach, whereas the control group was taught through conventional methods. Data collection instruments included the Academic Motivation Scale developed by Vallerand et al. (1992) and researcher-made tests to assess academic achievement and sustainable learning. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA). The results of multivariate covariance analysis revealed a significant difference between the experimental and control groups in at least one dependent variable (F=7.32, P=0.000). Univariate covariance analysis indicated that the Successful Intelligence approach increased students’ academic motivation; however, the difference was not statistically significant compared with the traditional teaching method (P=0.15). In contrast, the findings demonstrated a significant positive effect of the Successful Intelligence approach on sustainable learning, with the experimental group outperforming the control group significantly in this variable (P=0.004). The findings suggest that teaching the “Religious Topics” course through the Successful Intelligence approach can facilitate deeper and more sustainable learning among students. Although this approach did not produce a statistically significant improvement in academic motivation compared with traditional teaching methods, it significantly enhanced learning sustainability. Therefore, integrating the Successful Intelligence approach into classroom instruction may improve educational quality, promote active student engagement, and strengthen analytical, creative, and practical abilities in learners.