Students with disabilities are increasingly enrolled in postsecondary education, yet many of them are not prepared to cope with the rigor of higher education. Students who do not have the skills of self-empowerment often experience frustration and discouragement in the postsecondary setting, leading to their dropping out of school and eventually experiencing less positive outcomes. At the same time, many higher education faculty members are not aware of how to work with students with disabilities, nor are they familiar with policies related to student rights and accommodations. This article offers some practical strategies for faculty, as well as K-12 teachers, to help students with and without disabilities develop skills of self-advocacy, self-regulation, internal locus of control, and self-knowledge so that all students can become empowered to take responsibility for their own learning. (Contains 3 tables.)