Student ownership in K-16 education is well defined in the literature, with multiple examples of the benefits to individual students. Simply defined, student ownership or autonomy is an "action that is chosen; action for which one is responsible" suggests that teachers help students develop ownership in the classroom by "including students in school-decision-making processes, by ensuring that students have the opportunity to express their opinions about the way schools are run, and by creating school communities that are symbiotic." It is critical students actively interact in constructing the curriculum, and indeed, their own learning experiences. In close relation to ownership is the developmental construct of self-authorship. Self-authorship is a constructivist phenomenon, and is exhibited as an individual constructs or makes meaning of their relationship to the world around them. Achievement of self-authorship is therefore recognized in the coordination of defining identity, beliefs, and social relationships while critically considering external variables and perspectives. With an interrelation of ownership and self-authorship in healthy developmental processes of the individual, the authors of this study determined to qualify educator perceptions of these constructs, both in terms of assigned value and classroom manifestation.