Teacher autonomy in the classroom can determine the amount of engagement teachers have during literacy instruction. Drawing on previous research, this study investigates the influence of teacher autonomy on teacher engagement in the elementary, literacy classroom. This work is informed by Self-Determination Theory. The Teacher Autonomy Scale (TAS) and the Utrecht Work Engagement Scale (UWES) were used as data collections tools in this research to explore the relationship between teacher autonomy and teacher engagement. Sixty-eight current elementary literacy teachers completed a survey to determine their perception of autonym and the influence it has on their engagement. Linear regression was used to analyze the data. Results demonstrate that teacher autonomy is positively correlated with teacher engagement in the elementary literacy classroom. The findings of this study contribute significantly to the existing body of literature on teacher autonomy and teacher engagement. [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.]