Evidence in the field of intellectual disability supports the positive transition outcomes that the promotion of self-determination triggers for youth with disabilities. This article examines the contributions of contextual and personal variables to in predicting both students with and without disabilities self-determined actions. The Spanish pilot versions of the SelfDetermination Inventory and the AIR Self-Determination Scale were administered to 114 youth with and without disabilities. Contextual and personal variables were treated as predictor variables for analytic purposes. The results indicate the relevance of contextual variables in predicting both self-reported capacities and the essential characteristics of selfdetermination. Particularly, opportunities given at school and at home to engage in selfdetermined actions played a significant role. The practical implications of these findings and suggestions for future research are discussed.