A passive participant observation method was used in three classrooms to determine the decision-making opportunities provided by special education teachers to moderately and severely intellectually limited students, ages 16-21 years (N=105). Teachers provided such opportunities through verbal directions, nonverbal communications, and in the organization of classroom materials and activities. Using M. Shevin and N. Klein's category system of choice-making opportunities, the opportunities observed were ranked in frequency from highest to lowest as follows: (1) decision to engage in an activity; (2) miscellaneous category; (3) choices among activities; (4) alternative means to accomplishing objectives; (5) decision to terminate an activity; and (6) choice of partners. More decision-making opportunities were provided in the homemaking classroom than in classrooms covering office skills or custodial/grounds maintenance skills. More decision-making opportunities were offered during morning hours, and more to individual students than to groups. Students' responses to decision-making suggest a hierarchy may exist from complex decisions, such as choosing alternative means to accomplish objectives, to simple decisions, such as food preferences. Teacher education programs should emphasize the importance of the teacher's role in providing decision-making opportunities. Expansion of the Shevin and Klein system is recommended to include such categories as choice of work location. (JDD)