We examine youths' perceptions of their experiences in one of two senior alternative education programs. We used self-determination theory (SDT) as a sensitizing lens to specifically understand students' perceptions of whether and how their basic psychological needs--needs for autonomy, belonging, and competence--were fostered in the context of these alternative education programs. We used a photo-elicitation activity to position youth as both experts and collaborators in research and knowledge-production processes. In general, youth revealed: (a) that their needs for autonomy, belonging, and competence were being met in the context of alternative program activities; (b) how this was true; and (c) how fulfillment of these needs impacted their relationships, wellbeing, and learning. Implications for theory, research, and practice are discussed.