Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and strategies to promote skills associated with self-determination. The purpose of this literature review was to examine empirical studies of curricula to teach skills associated with self-determination for students with disabilities with an anticipated outcome of enhanced self-determination. The intent was to synthesize what is known about existing curricula, their implementation, and outcomes of conducted interventions. Five different curricula were identified across seven studies. The results suggest that curricula associated with increasing self-determination are limited in availability and research in this area is declining. Implications for practice and future research are discussed.