For many learners in the United States, the education system has been dominated by compulsory education that largely ignores the learning that can happen when learners are able to follow their curiosity and explore without significant adult intervention. The research problem was that despite a wide body of literature on the benefits of self-determined learning practices, it was unknown how the experiences at the Journey Learning Center (JLC) aligned with self-determined learning practices or how learning was assessed. The purpose of this qualitative case study was to explore how the experiences at JLC aligned with self-determined learning practices and how the outcomes of the learning experiences were measured. Gray's educative instincts served as the framework for the study as it identified seven criteria that were present in a community to maximize self-determined opportunities for learners. The research questions were used to determine if there was evidence of an environment that maximized self-determined learning opportunities at JLC, and how learning was measured. Ten members of JLC volunteered to participate in the study. Data collection included interviews, analysis of internal and public documents, and one observation of the location. Hatch's typological analysis was used to analyze the data which yielded evidence that Gray's seven educative instincts were present at JLC indicating that learners used self-determine practices in their learning. In addition, self-assessment was found to be the main form of assessment within the JLC community. These findings may help communities in the United States provide self-determined learning opportunities and experiences that may lead to developing skills that support alternate paths to problem-solving, collaboration, and critical analysis. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]