One-to-one learning refers to an instructional environment where all students have their own personal computer and relevant software available 24 hours a day, seven days a week. This qualitative phenomenological study was conducted with 11 Year Six classroom teachers who were conducting one-to-one learning programs. Through this study's analysis made using the lens of self-determination theory, it was found that teachers could use the affordances of one-to-one learning classroom environments to support students' autonomy, competence and relatedness needs, enhancing student motivation. These findings may be applicable in other similar contexts. The findings of this study provide a unique contribution to knowledge around one-to-one learning and student motivation through the lens of self-determination theory. This study will enable educators to recognise the affordances of one-to-one learning environments in optimising student motivation.