Self-regulation and self-determination are part of a continuum of behaviors that are acquired through interaction with the social and physical environment and through problem solving based on experiences that begin in infancy and build throughout early childhood. These abilities should be nurtured early for all children, especially within the home, yet too often, opportunities for self-determination are missing in homes and schools for youth with significant visual impairments. The purpose of this article is threefold. First, the authors define self-determination in young children. Second, they examine the early development of the self-regulation process across the first 2 years of life, including cognitive, communication, motor, and social domains that form the foundation of self-regulation and, later, self-determination. Third, interspersed throughout the work, they include information to increase the knowledge of parents, caregivers, and professionals regarding self-regulation in young children with significant visual impairment and specific strategies to develop self-regulation and self-determination skills within the family context. (Contains 1 table.)