This action research study investigates how the implementation of a Choice-Based Art curriculum might foster the development of self-determination in pre-kindergarten through first-grade students with diverse learning needs. Through a case study conducted over a ten-week period, the participant-researcher, an art teacher at a non-profit community arts education organization, gathered data concerning self-determined behaviors such as autonomy, competence, and relatedness through observation and interview methods as participants attended Choice-Based Art classes. This study explores childhood development theories regarding non-disabled children as well as children with disabilities, theories and practices in Student-Centered education and Choice-Based Art Education, and studies conducted on the effect that providing choice has on the development of self-determination in people with diverse learning needs. The results of this study demonstrate the positive impact Choice-Based Art Education can have on the development of self-determination for early elementary students with diverse learning needs.