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Coaches often serve a profound role in influencing the overall healthy development and well-being of children and youth. However, coaches ’ capacities to impact the positive development of youth sport participants often derives from their ability to adopt an autonomy-supportive interpersonal style. As such, gaining an understanding of the factors that might serve to facilitate or inhibit coaches ’ engagement in autonomy-supportive ways with youth is critical. Thus, the purpose of this study was to both develop and empirically test a comprehensive model of factors that might serve to influence coaches ’ provision of autonomy-support. The factors in the proposed research model included ego-involvement, self-determination, motivation efficacy, game strategy efficacy, technique efficacy, character-building efficacy, perception of athletes’ motivation, perception of athletes ’ competence, external pressure, and stress. The model was tested in a sample of 353 high school coaches of team sports. Data were analyzed using structural equation modeling. The CFA (CMIN/DF=1.86, RMSEA=.049, SRMR=.045, CFI=.957) and the SEM (CMIN/DF=1.83, RMSEA=.049