Research has shown that a significant majority of students in remedial mathematics do not remediate successfully. Such widespread failure raises the question of motivation. Some would argue that the instructor should directly compel students to commit themselves to the course and its work. This can be done by mandating attendance and/or by instructor-student intervention. However, such tactics may be self-defeating because of the way in which they may negatively affect student autonomy, which has been shown to be a positive factor in education. This article argues that student autonomy should be taken into consideration when choosing strategies through which students are motivated for achievement.