Words can be powerful tools to engage students with disabilities in self-determined behaviors. When teachers are cognizant of their choice of words and manner of interaction, they can empower students to develop a sense of who they are, what they are capable of doing, and why they behave the way they do. This article explores how everyday dialogues between teachers and students can enhance and impede students with disabilities to develop essential skills of self-awareness, self-advocacy, problem-solving, and psychological empowerment.