In this dissertation, I investigated the impact of the involvement of students with disabilities in the ASPIRE intervention program and examined the relationship between student involvement in the ASPIRE program and academic performance and growth. To do so, first, I outlined how I built my perspective for this study in the areas of transition, student involvement, and self-determination with students with disabilities. Beginning with examining changing understandings of disability (Chapter 1), I then conducted a targeted literature review that synthesizes knowledge related to the purpose of the dissertation and provides a review of the literature at the nexus of the areas of strengths-based approaches to disability, self-determination, the transition process for youth with disabilities, and student involvement in this process (Chapter 2). This formed the first paper in this three-study format dissertation. The first study, and second paper, of this dissertation was conducted by conducting post-hoc analysis of an aggregated district-level dataset on pre- and post-survey results collected from students who are in the classrooms of teachers implementing the ASPIRE program providing information about ASPIRE Vital Behaviors (Chapter 3). Next, the second study, and third paper, of this dissertation was conducted with a second dataset collected as part of a State Systematic Improvement Plan (SSIP) project in Georgia. This dataset included student-level data providing demographic and academic performance and growth information (Chapter 4). Finally, the conclusion included the interpretation of results and discussion on further implications for policy, practice, and research (Chapter 5). [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.]