Promoting self-determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self-regulation strategies on the perceived importance and frequency of teaching self-determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self-regulation instruction. Teaching experience and classroom setting predicted the use of self-regulation strategies, but primary assignment, school setting, and student disability did not. Self-regulation instruction predicted the frequency of teaching self-determination, but neither it nor classroom setting predicted the perceived importance of teaching self-determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.