The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n = 106) and students with disabilities in these classes (n = 106). Two measures, the Teaching Self-determination Scale (TSDS) and the Basic Learning Competency Assessment (BLCA), were used to collect data. The Pearson correlation, bivariate linear regression and stepwise multiple regression analyses were used to assess the correlation and predictive relationship between the TSDS and BLCA. Findings showed a positive correlation between self-determination instruction given by special education teachers and the academic performance of students with disabilities. Educators' self-determination instruction was found to be able to explain 26% of the total variance of students' academic performance. Furthermore, teaching psychological empowerment and autonomy skills appeared to be able to best predict the academic performance of students with disabilities. The two variables were found to be able to explain 21.9% of the total variance of the students' academic test results. Suggestions and implications are provided.