Student Learning Communities (SLCs) for high school and college students with disabilities interested in pursuing science, technology, engineering, and mathematics (STEM) degrees were piloted at a major Midwestern university from 2009 to 2011. Students participated in a series of weekly sessions and/or a residential campus experience as part of a multifaceted intervention that included instruction on transition, self-determination, and self-advocacy skills. These activities culminated in the development of customized Self-Advocacy Plans and Transition Portfolios that students presented as their final project for the SLCs. Survey results from a formative evaluation process reveal that students gave high ratings to the development of Self-Advocacy Plans and Transition Portfolios as well as networking with other students with disabilities who are interested in STEM. The majority of students who participated in the STEM-focused SLCs were admitted to STEM degree programs at the undergraduate or graduate levels. These findings suggest the value of providing SLCs to teach self-determination, self-advocacy, and career development skills to students with disabilities, especially for students interested in STEM careers. (Contains 4 tables.)