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A self-determination theory perspective on motivation assumes that students’ motivation may be described in terms of perceived autonomy support from their teacher, their basic need satisfaction, self-regulation and perceived competence. The present study investigated these aspects of motivation among 316 upper secondary school students. A path analysis showed that students' perceived autonomy support predicted their need satisfaction, which in turn predicted autonomous selfregulation, perceived competence and perceived school performance. The relation between basic need satisfaction and perceived school performance was fully mediated by autonomous self-regulation. Finally, the students' perceived autonomy support was partly accounted for at class-level, indicating that the students in the same class to some extent had similar experience of autonomy support. In conclusion, the present findings supported a motivational model in accordance with self-determination theory.