This study examined the effects of the Self-Determined Learning Model of Instruction in promoting active engagement in the general education classroom and access to the general education curriculum for three junior high school students with significant cognitive disabilities. The goals included improving public speaking, asking more questions in class, and improving food preparation skills. The students were instructed to employ student-directed learning strategies to achieve their goals. Specifically, antecedent cue regulation (picture cues) and self-instruction strategies were used. Positive changes were reported for all students. Also, all of the students and two of their teachers expressed positive perceptions about the value of such instruction. The implications of these findings with regard to accessing the general curriculum are discussed. (Contains 1 figure and 3 tables.)