Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students' engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research.