The skills of self-determination and self-advocacy are essential for success in adult life. As educators, we want students with disabilities to participate and be significantly involved in the development and implementation of their IEPs, including involvement in IEP and transition planning meetings. By planning, preparing, and presenting an electronic portfolio at one's own IEP meeting, the student not only becomes an authentic participant, but a self-advocate who has decided, prior to the meeting, his or her strengths, skills, and preferences that he or she would like to share with other IEP team members. Making decisions about perceived strengths and preferences in the planning and preparation of one's electronic portfolio demonstrates self-determination. By showing an electronic portfolio at the beginning of an IEP meeting, the student ensures that his or her voice is heard, preferences articulated, and strengths and interests are brought before the team. (Contains 3 figures.)