In the present paper we systematically review the corpus of evidence on the effects of need supportive teaching on early adolescents' motivation and engagement for school. Based on Self-Determination Theory, we define need supportive teaching in terms of teachers' provision of autonomy support, structure, and involvement. The results of an in-depth descriptive analysis of 71 empirical studies that were conducted since 1990 show a clear positive association between need supportive teaching and students' motivation and engagement, whereas evidence concerning specific components of need supportive teaching is less conclusive. Furthermore, we find that in most of the selected studies student perceptions were used to measure need supportive teaching. In the small body of studies using observations or teacher perceptions, we find much smaller or even no associations with students' motivation and engagement. (Contains 3 tables.)