IDEA mandates that students be responsible for their educational programming once they reach the age of majority, and are considered competent. Guardianship is often raised when student competence is questioned. Six focus groups were conducted to gather information regarding the extent to which participants understood guardianship and its alternatives, and how these related to self-determination. Two groups consisted of young adults with disabilities; Group 1 had legal guardians. Parents were also focus group participants; the last two groups consisted of special educators. Data suggested that the majority of participants (a) perceived they exhibited/promoted self-determination; (b) did not recognize a disconnect between self-determination and guardianship; and (c) had limited understanding of guardianship and its alternatives. Implications for practice are discussed. (Contains 2 tables.)