An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed.