Perceived control in the settings that a person inhabits is both an underpinning and an outcome of positive human development. This is no less true for the civic or sociopolitical domain than for the family, school, or workplace. It should come as no surprise, then, that perceived control in the sociopolitical domain—an important indicator of psychological empowerment—has been found to be related to other positive developmental outcomes. Yet, for psychological empowerment to be understood in a way that links it inextricably with organizational and community-level empowerment processes, it is not sufficient to focus only on perceived control. Critical awareness of the source, nature, and instruments of power, for example, must be taken into account. This chapter delves into theory and research on the psychological aspects of empowerment and their interplay with other human developmental and educational processes. Although particular attention is paid to the role of empowerment in youth development, psychological empowerment continues to play a vital role in development and education during adulthood.