Understanding what motivates people to put forth effort, persevere in the face of obstacles, and choose their behaviors is key to creating an optimal learning environment--the type of school that policy makers desire, but are unknowingly sabotaging (Dweck, 2000). Many motivation and self-concept theories provide important insight with regard to the negative consequences of control-oriented reforms. This article proposes sharing the key concepts of motivation and self-determination theory (Deci & Ryan 1985) and invitational theory (Purkey & Novak, 1996) with policy makers to highlight the negative impact of control-oriented reforms and make the case for a more positive approach to transforming schools by applying these theories of practice. As a viable and more positive alternative, the invitational framework provides strategies to create a high challenge/low threat school climate that helps both staff and students realize their full potential.