In this article, the author proposes that students who led their Individual Education Program (IEP) meetings were better informed about their own disabilities, rights, and accommodations, and that the act of leading the meeting resulted in improved self-advocacy and self-confidence. Also, in understanding their list of accommodations and modifications (A&M), students would be able to communicate with adults and other decision-makers so that these can be improved through the skills learned in the process of leading an IEP meeting. For example, when students understand their legal rights, they can better explain them to their parents. The author concludes that the idea of centering the IEP process on the student can and should grow, and that seeing students begin to collaborate with their teachers on writing, monitoring their IEP goals, advocating for appropriate placement changes, and asking for needed accommodations across settings benefits the student. By shifting the model of IEP planning from one of adult control to one of student-centeredness, we can empower students with the skills they need to become advocates for themselves. Students can gain important social and problem-solving skills that can be used throughout their academic careers, in post-secondary settings, and in the work world.