Self-determination is vital to the successful transition of youths with disabilities into adult life; however, this ability does not emerge without these skills being fostered during the early years of childhood. On the basis of the survey proposed by Palmer and Summers (Early Intervention & Early Childhood Special Education Goal 2: U. S. Institute of Education Sciences Goal 2 Development Project, Unpublished manuscript, 2010), the current study gathered general information related to Taiwanese families' perspectives on promoting the foundations of self-determination skills of young children with disabilities. This paper reports the results of a survey of families' general perspectives on their children's abilities and the families' strategies to promote self-determination at home or in the community. A total of 102 individuals responded to the questionnaire. The results indicated that Taiwanese families exhibited very positive attitudes toward promoting such skills for young children with disabilities. Family education, income levels and the severity of children's emotional and behavioral problems affected the families' perception of their children's foundational self-determination skills. This paper also discusses cultural implications for future research and professional practice regarding the promotion of foundations of self-determination for young children with disabilities.