Several studies demonstrated a benefit in recognition memory for items learned under free-choice conditions compared to forced-choice conditions. In these studies, to-be-remembered items were presented in isolation, but in many everyday situations learning material is presented in a context with many distractions. In the present study, we tested in two experiments the influence of free vs. forced choice on recognition memory in a learning situation with relevant (to-be-remembered) items presented together with irrelevant (to-be-ignored) items. Experiment 1 (N = 62) used compound word-picture stimuli and Experiment 2 (N = 59) a combination of written and spoken words. Prior to the presentation of the two stimuli, participants were either instructed which item to remember (forced choice) or could decide themselves (free choice). Receiver operating curves for both experiments were estimated based on the unequal variances signal detection model of recognition memory. Results showed a strong superiority effect for pictures (Experiment 1) and recognition memory was better for relevant items than irrelevant items. Free choice further boosted recognition memory with preliminary evidence for a more pronounced benefit specifically in relevant items. That is, participants were able to selectively learn in the face of irrelevant distractions and having some control about the learning situation seemed to further improve memory specifically for relevant items. Applied to everyday learning, this suggests that self-directed learning is beneficial even in situations with irrelevant distraction.