The goal of this study was to determine if students perceived less school-based aggression and violence when the students had more self-determined motivational profiles and more favorable perceptions of instructor autonomy support from their Physical Education teacher. Participants were 452 adolescent students between 13 and 16 years old (M = 14.7 yrs., SD = 1.05 yrs.). After the completion of the questionnaires and coding of the responses, a cluster analysis and multivariate analysis (MANOVA) were conducted. These analyses provided support for the existence of three motivational profiles which were labeled "high self-determined", "moderate self-determined", and "low selfdetermined" with reference to the continuum of motivational types in selfdetermination theory. The “high self-determined” profile students had a lower perception of school-based aggression and violence and perceived greater autonomy support from their instructors and also reported greater psychological need satisfaction in the academic context. In conclusion, autonomy-supportive instructional practices can contribute to a lower perception of school-based aggression and violence and greater psychological need satisfaction in students in Physical Education classes.