Research indicates higher feelings of self-determination promote increased student achievement. As a result, self-determination theory (SDT) may provide a unique lens to view first-year college student motivation and achievement outcomes. Results included strong positive correlations between perceived self-determination and satisfaction with life in college (N = 297; 61% variance explained) and first-year achievement (i.e., first-term GPA; 33% variance explained). ANOVAS indicated students with higher levels of self-determination had significantly higher first-term GPAs (Low SD 2.69; High SD 3.00). As a second purpose, specific curricular and professional development strategies are described to increase students' feelings of autonomy and perceived self-determination.