Most efforts to understand and support self-determination have dealt solely with adolescents and adults, sometimes overlooking and excluding the foundations in early childhood that are required for successful emergence of self-determination. The purpose of this article is to share what is known about early self-determination and to suggest how practitioners can use this information to work in partnership with families to recognize and support the development of self-determination at home. In this article, the authors provide: (1) guiding questions to understand how families think about the concept of self-determination; and (2) specific evidence-based strategies to promote self-determination in the home. Some of the strategies described may be appropriate across the entire early childhood period (birth to 8 years old), and some strategies may be more specific to an infant or toddler or to an older child, depending on a variety of interacting variables. These variables include contextual and environmental factors, such as lighting, physical barriers of the home, parent expectations about the future, or reactions to self-determination, as well as child characteristics (e.g., age of child, personality, and type of disability). The authors encourage readers to consider these factors when promoting self-determination in early childhood. This article is aimed at practitioners working with young children with disabilities, but many strategies listed may also be appropriate for young children without disabilities. Because a wide range of teachers and service providers may work closely with young children with disabilities and their families, the authors use the term "practitioners" to refer to all professionals who will likely have opportunities to promote self-determination during the early childhood years. This may include but not be limited to teachers, early interventionists, paraprofessionals, therapists, and psychologists. (Contains 2 tables.)