In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning in content-area literacy is fundamental to examining reading motivation in these readers. We used a case study approach to explore perceptions of 3 teacher autonomy-supportive practices (i.e., non-intrusive behaviors, provision of choices, and fostering relevance) in 3 ELLs with differing reading profiles. Findings revealed that students could articulate their perceptions of choice and the importance of extended time for reading, but had difficulty conveying their perceptions of teacher supports for relevance.