Being self-determined means acting or causing things to happen by setting and taking the steps necessary to achieve one's goals. Teaching self-determination skills has been linked to enhanced academic outcomes, improved transition knowledge and skills, employment, and increased community access. Almost every state or local education agency has adopted core content standards that include objectives closely aligned with skills associated with self-determination, including goal setting, problem solving, and decision making. However, explicit instruction on skills associated with self-determination is rarely delivered in general education contexts, as it is expected students will incidentally acquire these skills over time. By delivering high-quality instruction on skills associated with self-determination, general and special education teachers can partner to actively engage all students in learning skills associated with self-determination that are essential across the life span. The Self-Determined Learning Model of Instruction (SDLMI) was designed as a teaching model to enable teachers to teach students to (a) set goals, (b) create an action plan to achieve those goals, and (c) revise the action plan or goal as necessary based upon self-evaluation. Researchers have evaluated the efficacy of the SDLMI to determine its impact on access to general education curriculum of students with disabilities, and findings demonstrate that with and without disabilities can benefit from SDLMI implemented within general education classrooms. A description of components of SDLMI, and steps toward implementation are discussed.