Facing a future of rapidly changing technology, collaborative workflow, and expectations for autonomy and agility in the workplace, schools must develop non-cognitive skills for 21st-century learners. Micro-schools, an understudied innovative environment, embed strategies for developing student agency, a non-cognitive trait necessary for Generation Alpha and Generation Z cohorts. This comparative mixed-methods study examines 119 middle grades students' perception of student agency regarding motivation, choice, and competency in MS or CPS environments. Bronfenbrenner's Bio-ecological Model, placing school at the microsystem level of influence, provides a theoretical framework. Explanatory sequential design utilizes a Likert-scaled Combined SIMS/PLS survey followed by semi-structured focus groups. Frequency reporting and calculated Mann Whitney U Mean Ranks examine survey data. Results reveal the impact of the MS environment on learners' sense of agency. Topical coding methods of focus group transcripts resulted in six themes across school settings including Impact of Environment, Program Elements, Relationships, Motivation, Choice, and Personal Competency. Combined findings indicate school environments may generate normalization of learning, inquiry, and engaging creative processes. Outcomes suggest educators enhance intrinsic motivation and autonomy by creating environments rich with access to effective personalized technology, power to choose and act in alignment with personal interests, and collegial educator-student relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]