This meta-analysis evaluated experimental studies testing the effectiveness of the "Self-Determined Learning Model of Instruction" (SDLMI) to improve the academic and nonacademic behaviors of students with disabilities. A total of 19 single-case experimental design studies and four group design studies met inclusion criteria. Overall, students benefited from the SDLMI although we identified large variability in effects for both single-case and group studies. Results from moderator analyses of single-case studies suggest teachers aiming to implement the SDLMI should ensure they receive adequate training and support to enhance implementation efforts and increase likelihood students obtain desired effects, particularly students from culturally, ethnically, and linguistically diverse backgrounds. Further research is warranted to investigate contextual factors that may impact magnitude of student effects.