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According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners' motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of choice on the competence-altering effect of differences in perceived task difficulty in a multimedia learning setting. To measure this, 2 experiments (N1 = 108; N2 = 86) with secondary school (Experiment 1) and university (Experiment 1) students were conducted using a 2 (with a choice vs. without a choice of an additional topic before learning) × 2 (induced low vs. high perceived task difficulty) between-subjects design. While learners read texts about geographical data about Antarctica, 1 group was able to choose a subject matter of a second learning material's content. Learning performance, judgments of learning, and cognitive and motivational processes after the first learning material were measured in both experiments, while Experiment 1 additionally measured perceived autonomy and perceived competence. Results showed that induced differences in perceived task difficulty did not yield learning differences. However, the autonomy-enhancing effect of choice moderated differences in perceived task difficulty. Overall, this experiment provides evidence for an interaction between possibilities of autonomy and competence support defined in the self-determination theory. Educational Impact and Implications Statement: When learners perceive their learning material to be difficult, their motivation to further process the instructional material decreases. In contrast, providing a choice of learning topic can help to increase learners' motivation. This study revealed that both the autonomy-enhancing effect of choice and the competence-enhancing effect of reduced perceived task difficulty lead to an increase in learning outcomes. Moreover, the negative effects of high-perceived task difficulty were reduced when earners were given a task-related choice before learning. Instructional designers and teachers should be aware of their learners' perceptions of task difficulty in order to counteract the possible risks of highly perceived difficulty through a choice for future learning tasks. [ABSTRACT FROM AUTHOR]