During high school, students with disabilities are provided with an Individualized Education Program to help increase their academic performance and ability to access the general education curriculum. Once these individuals turn 16, a transition plan is developed that supports their development and preparation to graduate from high school and attend a post-secondary institution, obtain a career, and to become self-sufficient adults. One of the goals of the transition plan is to increase self-determination. Literature reveals that self-determination can improve the quality of life for individuals with disabilities. The purpose of this phenomenological study was to examine the lived experiences of students with disabilities who matriculated through a large metropolitan east coast school system and have successfully transitioned from high school to college or other post-secondary institutions through their perceptions of the impact of self-determination. This study includes semi-structured interviews and a focus group interview of students who have been in college for at least two consecutive years. This study intends to identify additional support needed to improve self-determination and increase college attendance rates for students with disabilities. [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.]