This paper discusses the development of self-determination skills by students with disabilities and the role of the professional in promoting these skills. It begins by providing a list of 25 elements of self-determination and then explains the importance of promoting the development of self-advocacy groups and other endeavors initiated by and for individuals with disabilities. Basic leadership characteristics are provided, along with secondary leadership characteristics. Self-determination and leadership skills are compared, and barriers to leadership for individuals with developmental disabilities are identified. The paper discusses "truths" about leadership for people with disabilities, and provides a self-determination paradigm. Professionals are urged to provide people with disabilities with skills and information to express self-determination and the opportunity to obtain leadership positions, and to reform systems to provide greater opportunities for choice and self-direction. (CR)