The first paper to come out of the structure study supported by the William T. Grant Foundation was accepted for publication by Merrill Palmer Quarterly. This paper presents findings from a study that examined parents’ provision of structure in their home, as well as the degree to which it supports children’s autonomy, in a diverse sample of sixth grade children and their parents. Results indicate variability in the implementation of structure across domains of child experience (i.e., academic, home responsibilities, and unsupervised time), with parents implementing more structure in unsupervised time. In addition, structure appeared to be associated with several competence outcomes in the unsupervised domain, while relations between autonomy support and outcomes were more prevalent in the other domains. These results highlight how important it is to differentiate between structure itself, as well as how it is implemented.