This qualitative single case study explored (a) the underlying beliefs of the connected individuals involved in determining guardianship or alternatives to guardianship for a young adult with intellectual disability; (b) the attitudes, resources and skills needed for educators and families to develop transition plans that address alternatives to guardianship; (c) barriers that may exist in the school setting for the young adult's development of self-determination skills; and (d) derive lessons and best practices needed to maximize student self-determination skills and implement alternatives to guardianships. Findings were that the implementation of alternatives to guardianship for the young adult was related to many factors including a k-12 inclusive education, the value of interdependence, connection to advocacy organizations and utilizing resources outside of the school.