Self-instruction may not be 100% successful for everyone with an intellectual disability or Autism Spectrum Disorder; however, it is crucial to provide opportunities for learners to self-instruct to further increase independence. Adhering to the steps and considerations described here, practitioners can at least begin reducing their support and building self-instruction skills in learners. This is especially important during the school years. If learners are taught to self-instruct before leaving school, they can use this skill to continue learning once they enter postsecondary life.