Findings of a study that examined the relationship of students' perceptions of parents' and teachers' involvement and autonomy support to student motivation are presented in this paper. Based on a larger process model of academic achievement (Ryan and Stiller 1991), students' perceptions of parent and teacher autonomy support and involvement were hypothesized to predict student engagement, use of positive coping strategies, control understanding, and self-regulation. A questionnaire was administered to 208 male and 190 female seventh-graders and to 194 male and 163 female eighth-graders. Findings indicate that teacher and parent involvement were primary predictors of academic achievement, with teacher and parent autonomy support accounting for additional variance. Although teacher influences were more predictive of academic outcomes than those of parents, parents had an additional and important bearing on student experience. An academic environment that was experienced as providing student choice had the most impact on all four dependent variables of student motivation. A recommendation is made to utilize educational and community-based strategies that enhance teacher and parent involvement, with a focus on actively supporting student autonomy. Three tables are included. (Contains 23 references.) (LMI)