Since the transition mandates were introduced, multiple models, instructional programs, and published curricula to promote student involvement have been developed and evaluated that are evidence- and research-based practices. The federally funded "National Technical Assistance Center on Transition: The Collaborative" (NTACT:C) has identified evidence-based practices (EBPs), research-based practices (RBPs), and predictors of successful transition practices (Mazzotti et al., 2013; Mazzotti et al., 2020). A number of student involvement programs and processes are among the practices identified as such by NTACT:C, all of which have evidence to support their efficacy and have been identified as EBPs or RBPs (Mazzotti et al., 2020). As stated subsequently, the purpose of this study is to provide findings from a pilot study of a student involvement program that has been implemented statewide, the "Active Student Participation Inspires Real Engagement (ASPIRE)" process, which is a student-led IEP initiative intended to promote self-determination and component elements of self-determined behavior, including problem-solving, self-evaluation, choice-making, and decision-making skills.