The focus of this paper is on an Australian research project that evaluated the effectiveness of a resource called the "Ask Health Diary," which is used in the school curriculum to promote self-determination for better health and wellbeing for adolescents who have an intellectual disability. Education and health researchers used questionnaires and interviews to gather data from adolescents attending special schools and special education units located in secondary schools in south-east Queensland, their teachers and their parents/carers. This paper reports on two research questions: First, "How did the teachers use the 'Ask Health Diary' to promote self-determination in health?", and second, "How did teachers, parents/carers and students perceive the benefits and value of the 'Ask Health Diary'?" The findings indicate that the "Ask Health Diary" provides a sound curriculum framework for teachers, adolescents and parents/carers to work together to promote self-determination and better health outcomes for young people who have an intellectual disability.