Abstract. This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by selfdetermination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student.Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students. Literature ReviewThe design of the Montessori adolescent program was based on the notes and transcripts from a lecture series in which Maria Montessori coined the term erdkinder-child of the land. She used the term to describe the child in the third plane of development defined as ages 12 to 18. She also used erdkinder to refer to the adolescent learning environment (Montessori, 1967). She believed that the upheaval of this stage was a special time during which the spiritual embryo of the child could awaken. The adolescent program was a place to nurture older children's intellectual, psychological, and emotional development, where children could be liberated through education within a community of caring adults and peers (Montessori, 1967). Choice, working toward mastery, and building community-all hallmarks of Montessori philosophy and methodology-are the foundation upon which autonomy, competence, and relatedness are developed.Autonomy, competence, and relatedness are the three constructs of self-determination theory (SDT), a subtheory of human motivation developed in 1985 by Deci and Ryan. This work defined selfdetermination as the feeling of control over one's destiny. International studies showed that when the needs to develop autonomy, competence, and relatedness were supported, individuals felt in control of their destiny, motivating them to achieve their goals.Supports for these needs are embedded in the adolescent program as described by Montessori (Montessori, 1964(Montessori, , 1972b(Montessori, , 1973. The present study sought to capture the experiences of seventh-grade