Teachers' thought processes are critical in the adoption of any new teaching practices, including those emphasizing students' autonomous motivation. Teachers' experiences may be particularly important in classes for struggling readers, as these educators must not only support students' development of autonomous learning skills but also deliver significant academic supports. This study uses sensemaking theory to investigate teachers' efforts to create order for themselves in a novel student-directed online literacy platform. Qualitative analysis focused on weekly log data from 20 teachers. Results indicate that approaches fell along a continuum, including instances when teachers reject autonomy, embed the platform in familiar teacher-centered approaches, promote students' future abilities to learn autonomously, or embrace autonomy. Some teachers demonstrate an inclination toward one extreme, but most blend approaches. Findings suggest opportunities to support teachers of struggling readers with data about potential benefits of autonomy versus structured teaching and their own predilections toward student autonomy.