This study explores the impact of classroom placement on students' self-determination, perception of social support from teachers and classmates, and student-teacher relationships. Participants included 51 middle school and high school students receiving special education services under the ID (intellectual disabilities) category, along with 12 special education teachers. Student and teacher report were utilized in making comparisons between students in "self-contained" classrooms and "resource" classrooms. Results indicate less dependency and greater feelings of self-determination for students in resource rooms. Practical recommendations for improving student outcomes and relationships for students in self-contained classrooms are discussed. (Contains 2 tables.)