The current study examined the effects of the Self-Determined Learning Model of Instruction (SDLMI) on self-selected reading comprehension goals with middle school students with high incidence disabilities. The SDLMI teaching model is designed for students to select and then self-monitor academic and/or nonacademic goals. Participants were four middle school students in 7th grade with reading addressed on their Individualized Education Program. Instruction in reading was provided by the special education teacher using the Fusion reading program, as well as by general education teachers across curricula. Using a multiple-probe across participants design, results indicated a functional relation between the SDLMI and acquisition of the SDLMI process. Although there was no functional relation between SDLMI and reading comprehension scores, there was statistical significance, p < .05, for percentile and standard scores between pre-post scores on the Woodcock Reading Mastery Test-NU2. Students' level of self-determination was also assessed using a pre-/posttest measure completed by the general education teacher, special education teacher, and students. Three of four students increased in levels of self-determination as rated by teachers and themselves. Suggestions for future research and implications for practice are provided.