Autonomy is a basic human need having influence on motivation. Facilitating student autonomy is an essential ingredient of effective programs for maximizing internalized change and increasing motivation in troubled and troubling youth. This article examines the theoretical concepts of autonomy and control related to choices and considers their implications for classroom and programmatic practices. What is the relationship between autonomy support and student motivation? How does allowing students to have more control impact long-term behavioral change? What is the impact of autonomy support on the academic competence and achievement of "at risk" students? How can practices facilitate an autonomy supportive learning environment? Quality programming for troubled and troubling youth considers the ingredients of choice, control, and motivation in creating autonomy supportive environments for students to develop integrated emotional and behavioral changes. The more controlling the well-intentioned adults are, the more students' intrinsic motivation, creativity, and conceptual understanding are undermined. Working with troubled and troubling youth therefore highlights a very important calling to be autonomy supportive even with students who challenge authority figures to control them.