"Self-Determination" concept is based on the simple assumption that all human beings with and without disabilities, ought to be in a position and develop the skills to intrinsically influence their life outcomes and gain control over their own life. This qualitative case study explored the understanding of high school special education teachers in an online setting, in regard to self-determination skills. It also explored current instructional practices utilized in the online setting as well as perceived challenges and barriers for instruction and the acquisition of self-determination skills for students with a variety of disabilities in grades 9-12 enrolled in two specific online schools located in the south east region of the U.S. Two semi-structured interviews were conducted and held virtually with the nine participants in this study. The emerging themes were analyzed and viewed through the lens of the Schneiderman's Student Engagement Theory (1994) and the 5 C's of Student Engagement Framework developed by Repetto and colleagues (2010). The findings demonstrated that these particular special education teachers had limited understanding of self-determination skills, as defined in the literature or impact it had on their students with disabilities post-secondary outcomes. In addition, the results demonstrated that currently no evidence-based practices are being utilized or implemented in daily instruction. Barriers/challenges to the implementation difficulties were identified by the participants. The implications for both practice and research are discussed. [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.]