Despite changes in laws and access to education, individuals with disabilities continue to have fewer positive postsecondary outcomes than their non-disabled peers (Shogren et al., 2015). Negative secondary and postsecondary outcomes for individuals with disabilities include failure to graduate from high school, lack of postsecondary education, and joblessness (Chou et al., 2017; Heller et al., 2011). Since the 1990s, research has supported the concept that the level of self-determination practiced by an individual with a disability at the end of high school has a significant impact on desired postsecondary goals (Wehmeyer, 2015). Individuals with disabilities seldom develop a functional level of self-determination without intervention (Shogren et al., 2015). Though self-determination is developmental in nature with some component elements beginning in toddlerhood, interventions and research have been focused on adolescents and adults (Cmar & Markoski, 2019). This analytical integrative review explored 41 peer-reviewed journal articles and six dissertations published between January 1, 1990, and February 28, 2023, to determine what the literature revealed about self-determination in children with disabilities. The review sought information about which self-determination component elements should be developed in children with disabilities, what types of environments and activities can provide support in the development of self-determination in children with disabilities, and if any family- or school-based programs exist for children with disabilities that effectively develop the component elements. The research questions and categories combined with the data during synthesis led to the development of seven themes: self-determination components, interventions, Individualized Education Program planning, adult perspectives, cultural and linguistical diversity, home and family, and children are not little adolescents. Findings demonstrate that additional research is needed about how to develop self-determination and its component elements in children with disabilities. Additionally, many of the interventions and programs found for children were adaptations of materials created for adolescents and adults. Developmentally appropriate interventions and programs need to be created for children with disabilities. Suggestion and implications for future research and implications for practice for families and professionals are considered. [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.]