This investigation employed a qualitative single case embedded design to understand the teaching practices and self-determination experiences of students with high incidence disabilities in a Lighthouse elementary Leader in Me school. This study addressed the following research questions: 1) how do teachers in an elementary Lighthouse Leader in Me school both understand and support students’ with high incidence disabilities need for autonomy, competence, and relatedness; 2) how does training in the 7 Habits principles impact self-determined behaviors among students with high incidence disabilities in an elementary Lighthouse Leader in Me school; and 3) how does the social contextual environment of an elementary Lighthouse Leader in Me school support the exercise and expression of self-determined behaviors for students with high incidence disabilities. Participants included four fifth-grade students with specific learning disabilities and Attention Deficit with Hyperactivity Disorder who received special education services inside the general education classroom for at least 80% of the school day. Data were collected using semi-structured interviews, student leadership portfolio discussions, school tours, observations, and artifact examination. Data were analyzed using common comparative thematic analysis. Results suggest that a culture of high expectations accompanied by teacher supports created an inclusive learning environment conducive for self-determined behaviors among students with high incidence disabilities. Overall, students experienced positive self- iii determination outcomes with limited sustained impact. Recommendations for program considerations and further research are provided.