The Individuals with Disabilities Education Act (IDEA) indicates students should participate in their Individualized Education Program (IEP) meetings whenever appropriate (IDEA, 2004), yet many students are uninformed of the purpose of these meetings and are not meaningful or active participants in the development of their IEPs (Martin, Van Dycke, Christensen, et al., 2006a). A student-centered planning approach is consistent with the focus within the IDEA on including students in transition planning and using a strength-based approach inclusive of hobbies and interests. There are many benefits of this approach, including self-determination, self-advocacy, academic achievement, and increased participation. The current qualitative study involved an exploration of student, parent, and an IEP team member's perceptions of an IEP meeting before and after participating in a student-centered IEP meeting through individual interviews. The interviews were transcribed and analyzed using interpretive phenomenological analysis (IPA). Themes identified in the student interviews revealed an increase in student awareness and knowledge, specifically about their IEPs, strengths, weaknesses, and services to which they are entitled. Parent interviews revealed themes of collaboration and team member interviews conveyed a theme of increased participation. Overall, centering students in the IEP process led to better participation and understanding of the IEP and the process, which illustrates the importance of IEP teams implementing this approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]