The purpose of this research is to report the results of a pilot study that examined changes in self-awareness and self-concept. Seven self-determination lessons were implemented with 13 elementary, middle and high schoolers with disabilities in learning (i.e., learning disabilities and mild mental impairments). The lessons focused on teaching students about their disability through self-awareness training, self-exploration, problem solving, self-concept and coping skills. Results revealed that students demonstrated significant changes in self-concept on the Piers Harris Self-Concept Scale using a pretest-postest design. Because pre-test-postest designs pose a threat to internal validity, teacher observation and recordings demonstrated that students exhibited increased selected skills in self-awareness. (Contains 1 table.)