Self-determination is a best practice in special education and is taught to younger students with a disability to provide a foundation for academic success; yet these practices are dependent on teacher implementation. It is up to Deaf education elementary teachers to utilize self-determination and its components within their classrooms to support deaf and hard of hearing (DHH) students. The purpose of this study is to establish a case for instructing elementary teachers of DHH students concerning concepts related to self-determination that will increase the academic and postsecondary transition outcomes of their students. Determining the knowledge Deaf education elementary teachers (grades 1-6), have in relation to self-determination, its implementation in the classroom, and the barriers teachers face will be discussed. A mixed methods approach was utilized. One hundred and seventy-nine Deaf education elementary teachers participated in the survey and six survey participants were interviewed. Data analysis indicated teachers perceived self-determination important and advocated to start self-determination in the elementary grades, yet implementation of self-determination meager. Teachers also rated self-awareness and self-knowledge, and self-management and self-regulation as the most important self-determination components for DHH students.