Glasser's Control Theory deals with self-motivation by explaining all behavior as the drive for satisfaction of five internal needs: to survive and reproduce, to belong and love, to gain power, to be free, and to have fun. The theory posits that individuals always choose to do what is most satisfying at any given time. This paper discusses the application of specific teaching strategies to the middle-school level, particularly Glasser's Control Theory, and applies control theory to three broad areas identified as critical to development of the early adolescent in middle-level school environments: (1) characteristics of the middle-school student which impact on his/her learning; (2) characteristics of successful middle-school teachers; and (3) the training of middle-school teachers. The paper's major discussion revolves around how to put theory into practice and looks at some of the implications in doing so. The importance of cooperative learning as a tool for self-motivation is discussed and its connection to Control Theory is examined. The paper suggests that cooperative learning helps students to work toward common goals, help one another learn, gain self-esteem, assume more responsibility for their own learning, and respect their classmates while retaining positive interdependence. Some of the reasons for a new approach to middle-school teaching and learning are developed and the need to effectively motivate middle-school students is discussed. Finally, the paper offers recommendations for effectively preparing middle-school teachers. Contains nine references. (AA)