This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by self-determination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student. Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students.