This study investigated the effects of teaching middle grade students with disabilities to participate in their IEP meetings using "The Self-Advocacy Strategy." Four students with high-incident disabilities were taught to be active participants in their IEP meetings. Student contributions, along with scores on "The Arc's Self-Determination Scale," were used to measure the effectiveness of the strategy. Findings from this study indicate that "The Self-Advocacy Strategy" is an effective instructional tool that can be used to teach middle grade students with disabilities to be active participants in their IEP meetings.