Preadolescence is a critical time in the life of children because during this time individuals experience increased social pressure and make decisions that lead to lasting peer relationships (Farmer et al., 2008). Students at-risk for, or with, emotional disturbance during preadolescence struggle to adjust socially, behaviorally, and academically, and often make choices about relationships that support problem behaviors (Farmer et al., 2008). One of the most difficult challenges classroom teachers confront is dealing with these problem behaviors (Alberto & Troutman, 2009). Research has suggested that incorporating self-determination into the curriculum and explicitly teaching self-determination skills as early as preschool may be one method for preventing ED in children (Clark, Olympia, Jensen, Heathfield, & Jenson, 2004; Forness et al., 2000). When students with ED have limited self-determination skills, behavior problems tend to be more apparent (Pierson, Carter, Lane, & Glaeser, 2008); therefore, teaching self-determination to students with ED has the potential to improve behavior. This study examined the effects of a computer-assisted multimedia goal-setting intervention on students' knowledge of the Self-Determined Learning Model of Instruction and disruptive behavior. Results indicated a functional relationship between the independent variable and dependent variables. Social validity data suggested that teachers and participants felt the intervention was of social importance. Finally, limitations, suggestions for future research, and implications for practice are provided.