This poster is geared towards university professors teaching undergraduate STEM classes. The study examined students’ academic motivation types: amotivation, extrinsic and intrinsic motivation based on the Self Determination Theory (SDT). The Self-Regulation Questionnaire was modified to compute a relative autonomy index (RAI) and was administered at the beginning and end of two consecutive semesters to undergraduate students enrolled in five classes: Principles of Chemistry I and II, Organic Chemistry I and II and Human Anatomy and Physiology I. 1,305 surveys (response rate 73%) were included in the data analysis. The poster will present the research design, instrumentation and results. Presenters will engage participants in conversations about the SDT, results of the study and implications for teaching STEM classes.