Essentially, the goal of the P-16 educational process is to teach students to become self-determined adults. Unfortunately, educational systems sometimes fail in addressing these factors and in educating students with various disabilities in the area of self-determination. In this article, the authors present the major findings that emerged from their interviews with 12 adults (7 males and 5 females ranging in age from 21 to 48) with congenital physical disabilities (i.e., spina bifida or cerebral palsy) as they looked back on their school years to identify teacher and educational staff behaviors that were sources of support or frustration. The authors share the voices of these adults in order to lend practical advice to teachers and other education professionals as they strive to understand how students develop self-determination skills, what teaching strategies foster self-determination skills, and how education professionals can support the maintenance and generalization of self-determined behavior in their students. The authors offer these insights as complementary to the extant self-determination literature, sound curriculum models, and systematic instructional procedures for promoting self-determination. (Contains 2 figures and 1 table.)