This research study investigates the use of the Self-Determined Learning Model of Instruction as a strategy to improve self-determination skills and workforce readiness skills for students' with Asperger syndrome and high-functioning autism spectrum disorder. This study evaluates the effectiveness of integrating SDLMI into classroom instruction to improve self-determination skills. Mixed quantitative and qualitative methods such as pre- and post-assessment, surveys and artifacts of students' work answer several research questions. The data provided through this research study will provide direction for practitioners designing effective strategies for improving self-determinations skills of students with high-functioning autism spectrum disorders and those previously diagnosed as having Asperger syndrome. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]