Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing self-determination is considered best practice in transition planning for students with ID, teachers, paraprofessionals, and parents may have a difficult time transferring control. This shift is especially true when the goals expressed by the student are not the same as that of teachers, parents, or staff. Teachers and parents may become frustrated with the amount of time needed to support a student with ID in the decision-making and problem-solving processes and in that frustration, make the decision themselves. This, unfortunately, leaves most young adults with ID with little input in the intervention process and limited experience as the causal agent managing their own behaviors. Without input, there is little student ownership in the behavior change process. This article describes a protocol, SELF (Systematic participation, Empowering to implement, Leading ongoing evaluation, and Follow-up), which engages young adults with ID in self-monitoring; however, students, rather than teachers, are empowered in this process by identifying an interfering behavior, selecting a replacement behavior, implementing ways to increase the replacement behavior, and supporting their ongoing self-evaluation. The protocol steps are based on a modified PASSKey design for naturalistic interventions for young children, and align with the steps for self-monitoring and the problem-solving framework of the Self-Determined Learning Model of Instruction.