This study investigates the concept of self-determination in special education. The self-determination construct in special education is often described in terms of abilities and attitudes needed to achieve one's goals (Field & Hoffman, 1994a; Ward, 1988; Powers et al., 1996). Despite many similarities among definitions and models of self-determination, the concept lacks clarity and scientific rigor (Weymeyer, Abery, Mithaug, & Stancliffe, 2003). Confusions, misperceptions and gaps emerge from an extensive literature review. Qualitative methodology for the investigation was applied through contextual analysis of self-determination model demonstration projects and special education literature. The results of this study indicated that self-determination was conceptualized in special education literature in five different ways, as a psychological construct, skill, process, and ecological and developmental phenomenon. Findings of this study also showed that there are a number of underlying problems in conceptualizations and lack of one comprehensive conceptual framework of self-determination. In light of the findings of this study, it appears that there is a great need to develop one shared understanding of self-determination that integrates all conceptualizations and honors its complexity. [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.]