According to self-determination theory, student motivation centers around intentionality--resolving to employ a specific behavior and acting on that behavior. When regulated internally, intentions are autonomous (Deci & Ryan, 1987; 2002). Since autonomy represents an inner endorsement of actions, theorists report that autonomously motivated students have an internal locus of causality and high volition (feeling of freedom during an activity; Reeve et al., 2003). Perceived choice represents an important contributor to student autonomy, permitting flexibility to choose what to do, how to do it, and whether to do it. Fostering autonomy requires that teachers provide students choices in daily lessons. This study, therefore, assesses perceived choice among high school physical education students and how they felt about having choice in their physical education classes. Eleven voluntary high school students were randomly selected for individual interviews and asked if they were given choices in class and if they liked having choice. Analysis involved unitizing, placing data into categories, and combining categories into themes (Lincoln & Guba, 1985). Results yielded four themes: 1) Positive Reception to Choice, 2) Student Motivations Pertaining to Task Selection, 3) Socialization in PE and, 4) Classroom Environment. Students confirmed having choices in class and welcomed the opportunity (“We would like argue on our favorite games”). Choices included game/activity selection, location, level of intensity and type of work out. Theme two captured why students liked/appreciated having choices--task/ego-involved reasons, cost factor (“There's some days that you just kind of don't want to do it”), intrinsic value (“I enjoy it because I like what I like to do”) and acknowledgement of learning ("The more choices I have...I can find a way that I can learn the information best"). Socialization focused on choices involved with partner(s) selection. Classroom environment identified factors impacting class atmosphere such as task variety ("We would be motivated to keep going instead of getting bored doing the same thing…”), student maturity, and teacher considerations. The latter acknowledged the teacher's role in supporting student choice. Overall, the results revealed students welcomed choice and felt that the choices they received were motivating to their participation and engagement in class. These results support the importance of perceived choice in motivation and learning but also have implications for practice. That is, teachers need to provide high school students choices to support learning in physical education.Keyword(s): active participation, physical education PK-12