The purpose of the current study was to identify component elements of self-determination that may promote positive or buffer negative school- and career-related adjustment of adolescent girls with disabilities or with multiple risk factors. Autonomy, self-realization, and self-advocacy were examined together to ascertain both their cumulative and unique contributions to indicators of school- and career-related adjustment of 111 adolescent girls. Results of hierarchical regression analyses indicated that together these component elements were significantly and positively associated with indicators of school- and career-related adjustment, after controlling for the effects of demographic covariates. Autonomy was the most consistent and robust predictor while self-realization and self-advocacy each contributed to aspects of adjustment across school and career domains.