American society is becoming increasingly multiethnic and multilingual (Rodriguez, 1990). Nearly 25% of the U.S. population is composed of individuals of racial/ethnic groups other than Caucasian (U.S. Census Bureau, 2001). The same is true with regard to special education students. According to the Twenty-Fifth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, during the 2001-02 school year, 5,867,234 students aged 6 to 21 were served under IDEA (Individuals with Disabilities Education Act) in U.S. schools (U.S. Department of Education, 2005). Among them, 38.3% were racial and ethnic minorities, compared to 30.9% of minorities in the general population. Although efforts and progress have been made to reduce the overrepresentation issue, an increasing concern is the achievement of minority students with disabilities. Individuals with disabilities from minority groups continue to be at high risk for poor school performance, high unemployment, low wages, limited access to postsecondary education and training, and limited opportunities for living independently and participating fully in their communities (Simon, 2001). Dropping out or not completing high school with a diploma translates to adverse consequences in seeking employment, participating in postsecondary education, and independent living (Edmondson & White, 1998). In seeking strategies for reducing dropout rates and increasing transition outcomes for students with disabilities from minority families, the broader field of special education research must be examined to identify evidence-based strategies that can be applied to students from diverse cultural backgrounds. The purpose of this article is to: (1) review extant research that documents empirical relationships between self-determination and transition outcomes; (2) review research that applies self-determination to students from diverse cultures; (3) identify valued practices that promote self-determination skills among these students; and (4) suggest future directions for research and practice.