To promote student success, both in school and beyond, teachers must not only address academic skill development but also help their students become self-determined individuals. The importance of self-determination is implicit in special education legislation. Findings from postschool outcome studies also support the inclusion of self-determination instruction for students with disabilities: Students who have high levels of self-determination achieve greater success after they exit high school. Additionally, students with disabilities who have strong academic skills are more successful upon leaving high school. Therefore, both these areas are important for teachers to address. Teachers need to find the most efficient ways of delivering instruction in these crucial skill areas. Using children's literature to teach a broad range of skills to students with disabilities is one way to address this issue. This article provides teachers with several strategies they can use to promote both self-determination and literacy skills through the use of children's and adolescent literature. Included are examples of activities, a list of recommended children's books, and suggestions for classroom accommodations. (Contains 2 tables.)