Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning disabilities (LDs) and emotional-behavioral disorders (EBDs). The literature offers extensive evidence for the benefits of autonomy-supportive teacher practice, but much of the work was conducted without explicit inclusion of students with LDs and/or EBDs. Our analyses demonstrated that many of the practices captured in this research also worked to support the psychological needs of students with LDs and/or EBDs who participated in this study. Additionally, our case study teacher engaged in two additional strategies that are not currently represented in that body of evidence. As such, we discuss implications for practice and future directions for research.