Self-determination theory (SDT) underpins research on learner empowerment, but it is rarely discussed in empowerment-related literature. In addition, a motivational measure stemming from SDT has received little visibility in communication research. To address these concerns, this study focuses on motivational theory and measurement in an attempt to tease out the relationship between motivation and learner empowerment as well as how these constructs are related to students' choice-making opportunities in the classroom. In essence, this study aims to offer a strong synthesis of the literature related to these constructs, and also to make methodological and practical advancements in understanding student motivation, learner empowerment, and how freedom in the college classroom shapes students' enthusiasm for learning. (Contains 3 tables.)