Various interventions have been developed to promote student individualized education program (IEP) participation. Although they are generally endorsed by educators and researchers, critics argue that interventions to promote self-determination and IEP participation may be counter to the values of culturally and linguistically diverse (CLD) students. This article reviews characteristics and results of 17 intervention studies grouped by experimental design and analyzes results for differential effects among CLD students. These studies documented the positive effects of interventions on student IEP participation, and a few documented positive results for CLD participants. This review also reveals limitations of the literature, particularly with respect to including CLD students and members of other underrepresented groups as participants. Implications are discussed for future research on interventions to promote student IEP participation. (Contains 4 tables.)