Utilizing self-determination theory, the authors examined the relationship among psychological need satisfaction, class engagement, and academic performance among Chinese accounting students. The structural equation modeling analysis indicated that (a) students' psychological need satisfaction for autonomy, competence, and relatedness were significantly positively associated with their perceived autonomy support from instructors; (b) students' class engagement was significantly positively associated with their psychological needs for competence and relatedness; and (c) students' academic performance was significantly positively associated with their class engagement (i.e., effort and persistence). These findings emphasize the importance of satisfying students' psychological needs in the learning process. Implications for educators are discussed.