Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The "Self-Determined Learning Model of Instruction" (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies. [This is the in press version of an article in "Career Development and Transition for Exceptional Individuals."]