This brief paper on promoting the self-determination of students with severe disabilities begins by identifying barriers to training in self-determination skills, such as a perceived lack of student benefit and insufficient staff training. The question of whether students with severe disability benefit from instruction to promote self-determination is answered by stressing that partial benefits, such as increased independence, are still valuable and can be obtained from learning some self-determination skills. Specific strategies to promote self-determination are then explained including: (1) assessing interests and preferences and promoting choice making; (2) encouraging student participation in educational goal setting and educational planning; (3) involving students in problem solving and decision making; and (4) utilizing student-directed learning strategies. Examples are offered of combining these strategies. The potential of technology to promote independence and self-regulated learning is briefly noted. (DB)