Self-determination has been identified as a predictor of post-school success for students with disabilities (Test et al., 2009); however, students with autism spectrum disorder (ASD) continue to experience poorer outcomes than their peers without disabilities in the areas of education, employment, and independent living upon leaving high school (Lipscomb et al., 2017). Providing instruction early in component skills of self-determination, particularly in the areas of self-regulation, problem-solving, and goal-setting and attainment, may offer one solution to this problem for students with ASD (Wehmeyer et al., 2010). The purpose of this study was to conduct a conceptual replication of studies by Cote et al. (2014) and Test and Rusher (2019) to determine the effects of the Self-Determined Learning of Model of Instruction (SDLMI) delivered through technology on the problem-solving ability of four elementary students with ASD. Visual analysis indicated a functional relation between the SDLMI delivered via technology and the knowledge of participants to identify a problem, set a goal, and take action. All participants maintained skills acquired 3 weeks after the intervention. Additionally, participants generalized their ability to set a goal to a novel problem scenario describing their own strengths, interests, and needs. Social significance and recommendations for practice and future research are also discussed.