This phenomenological study examined special education teachers' views of students' self-determination and citizenship skills. Although the special education teachers in this study maintained that self-determination skills help promote citizenship, only one of them added self-determination goals to her students' individualized educational plans and identified self-determination as an outcome of the schooling process. Findings from this study reveal inconsistencies between the teachers' conceptions of self-determination and citizenship and their implementation of strategies in the classroom.