Acquiring the skills and behaviors that lead to self-determination is important to all children as they grow because these skills provide a foundation for their entire life span. Children with disabilities have the same needs as their peers but special attention ought to be given to these children's environments in order to enhance and support choice-making, decision-making and independence which lead to being a self-determined adult. Unlike most studies about self-determination and young children, the work reported in this thesis has a specific focus on the home environment, both inside and outside of the house. Data from family interviews, In-Home Checklists, home observations and photographs from families who have children ages 3-8 with disabilities are analyzed. Results describe categories of access to home environments that these children are permitted by their families and ways the home is modified or adjusted to support or restrict control, choice and decision-making for their children. The research presented in Chapters 2 and 3 indicate that, for young children with disabilities, opportunities to experience control, make choices, and have independent access in the home environment vary. However, many children experience limited opportunities to develop these skills which contribute to self-determination. Home modifications also varied with all families having some modifications that they still needed or wanted. Parents are cognizant of the importance of choice-making and control and findings indicate that parents view self-determination as a long-range goal for their children. While most parents agree they want their child to become independent and develop self-confidence, there are barriers or obstacles that hinder the degree to which families may pursue these objectives.