Research shows that there is a close relationship between the promotion of self-determination and positive school outcomes, including academic goal attainment outcomes in general education classes. However, research is needed to investigate how students perceive the impacts of evidence-based self-determination interventions, like the Self-Determined Learning Model of Instruction (SDLMI), when delivered by their general education teachers. Interviews were conducted with 10 students with and without disabilities who received SDLMI instruction from teachers in secondary general education classrooms. Qualitative content analysis was used to understand students' experiences with the SDLMI and its impacts on their self-determination and academic learning. Participants shared ways that the SDLMI positively impacted their self-determination and academic learning outcomes. Students identified the impacts of providing opportunities and supports for self-determined learning in their classrooms. They also identified other factors that influence their self-determination and the use of the SDLMI for goal setting and attainment. Implications for research and practice are discussed.