In-school and post-school outcomes are poor across all three areas of transition (i.e., education, employment, and independent living) for students requiring extensive support needs (ESN). Educators and researchers attempt to improve these outcomes through targeted interventions built around predictors (e.g., increased self-determination skills predict improved post-school outcomes, Mazzotti et al., 2016; Test et al., 2009). In isolation, research supports using function-based interventions, computer-assisted interventions, and interventions designed to increase self-determination skills for students with ESN; however, research is limited on intervention packages incorporating these elements. This study examined the effects of function-based, computer-assisted Self-Determined Learning Model of Instruction (SDLMI, Agran et al., 2000) on student knowledge of the SDLMI and on-task behavior in the classroom. Results indicated a functional relation between the intervention package and increased knowledge of the SDLMI and increased on-task behavior in the classroom. Effect sizes were large for increased knowledge of the SDLMI and moderate for on-task behavior. Additional measures included generalization to an untrained job skills setting, maintenance, student and teacher reports of student’s levels of self-determination, and teacher reported levels of student’s goal attainment. Teacher and student perceptions of the acceptability and effectiveness of the intervention were considered. Finally, implications for practice and suggestions for future research are discussed.