Students with disabilities typically suffer from low motivation (Adelman & Taylor, 1983, 1990) and poor self-determined capacity and opportunity (Carter et al., 2008). The purpose of this study was to examine the potential relation between the motivation and self-determined capacity and opportunity of students with disabilities. This study examined the relation between the motivation and self-determined behaviors of 32 adolescent middle and high school students with disabilities. Differences between ratings of teachers in different content areas as well as the impact student motivation and self-determined capacity and opportunity have on academic performance were assessed. Findings showed statistically significant correlations between motivation and self-determined capacity and opportunity amongst student and teacher perspectives. No difference between ratings of teachers from different content areas was detected in either motivation or self-determined capacity. Finally, academic performance was not predicted by student motivation or self-determined capacity and opportunity. Results and implications for special education researchers and practitioners are discussed. [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.]