The purpose of this study was to investigate the involvement of California Central Valley high school students with disabilities in the Individual Education Plan (IEP) process. Specifically, this study investigated the involvement of students with disabilities in the development of the IEP and IEP meetings. In addition, this study explored the activities and processes special education teachers used to involve students in the IEP process. A chronological mixed methods design was utilized for this study as both a quantitative approach through descriptive survey research and qualitative methods were used. This chronological approach was implemented as the researcher collected data via an electronic survey from 99 California Central Valley high school special education teachers who educate students with learning disabilities and moderate intellectual disabilities, 16 years of age or older, and then used survey results to inform a qualitative portion of the study, in-depth interviews of 10 special education teachers. The quantitative study portion focused on frequency of involvement of students with disabilities in the IEP process, including both involvement in IEP meetings (invited to attend, attendance, participation, and student led) and development of the IEP (transition plans, present levels, goals, services provided, educational setting, accommodations, and IEP meeting preparation and scheduling). Results revealed that although students were invited to attend their IEP meetings, with a majority of students attending, student participation was much lower than actual attendance, and student led IEP meetings were scarce, and in many instances never occurred. Results also indicated that although the majority of students were involved in the development of transition plans and accommodations at varying degrees, more than half of respondents indicated that students were involved less than 50% of the time, if at all, in development of present levels, goals, services, educational settings, and preparation and scheduling of IEP meetings. Four major themes emerged from the qualitative analysis relative to the activities and/or processes special education teachers used to involve their students with disabilities in the IEP process: Student Interview/Discussion/Conference, Career Assessment, Student Portfolios, and Role Play. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]