As funding has become available through the Second Chance Act of 2007, many correctional facilities have developed new educational programs in an effort to ease the transition from prison to community. Many new programs are developed based on the belief that incarcerated individuals are a special and unique population of student. The present research takes the approach that incarcerated individuals in correctional education classes are students first, and have many of the same needs and challenges as students in any classroom. Public educators have recently used self-determination theory (Deci & Ryan, 2000) to discuss specific elements of courses that students say motivate them to actively engage in the learning process. Courses that foster feelings of competence and individual autonomy in learning are given higher ratings on course evaluations. The current study incorporates these two elements of self-determination theory in the development of a new educational program in a prison setting. Pre and post-test measures were used to assess mastery of the material presented during the course, and course evaluations that allowed individuals input into future course development were given at the end. Implications of results on development of future reentry programs are discussed. (Contains 3 tables.)