This three-article dissertation analyzes the question of how to best prepare students transitioning from secondary education to post-secondary life. The first article examines the theories of self-determination, the self-advocacy skills needed for its success, and how the two relate to students with learning disabilities. The second article presents a qualitative case study exploring one schools program instilled deeply in the culture and climate of the school to create students who are self-determined and have fully mastered self-advocacy skills. The third article provides a guide for educators and families to assist students with learning disabilities to become active in their own education and master the skills necessary to being a self-advocate for post-secondary success. The literature review findings reflect that more must be done to prepare students, beginning at an early age, to become self-determined adults. The case study results reveal that the work based program provided by the school increases self-determination for students with mild learning disabilities and better prepares them for post-secondary achievements. The guide assists teachers and families in creating an environment that encourages self-determination and self-advocacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]