The purpose of this research was to determine the impact of Web-based, selfdirected learning on student engagement and to investigate whether students' locus of control was related to their success with Web-based, self-directed learning. Teachers' and students' attitudes were also examined. I developed a Web site of various WebQuests appropriate for the sixth-grade social studies curriculum. Three sixth-grade social studies teachers, myself included, used this site to access quality lessons that encourage self-directed learning and then implemented the lessons with our students over a two week period. This study included observations based on Schlechty's student engagement scale (Schlechty, 2003), student work samples, interviews, a locus of control scale for children, and surveys. Findings suggest that Web-based, self-directed learning activities are engaging, enjoyable and beneficial to sixth-grade students. More than half of the students were observed as authentically engaged throughout the entire learning activity; a similar percentage of students judged themselves as highly engaged. Student choice, the opportunity to use computers, and the authenticity of the lessons appeared to be the factors that led to their interest in the activities. No clear link was found between students' locus of control and their success in self-directed learning. Teachers' and students' attitudes, initially quite positive, became only slightly more favorable as a result of the intervention.