One of the fields in which people with intellectual disability seem to lack is self-determination. It s not clear if this is a result of the diagnosis itself or of the education and upbringing. The low levels of self-determination in people with the diagnosis of intellectual disability have led to further investigation of the ways to promote self-determination skills. One of the contexts in which the study has focused is the educational setting. The present assignment is an attempt to conduct a systematic literature review on the related literature. Through four databases, 11 articles were included, from which only 8 fulfilled the quality criteria. The articles included refer to studies that included interventions taking place in educational environments in order to enhance students’ self-determination. The specific aim, method and outcome of the studies were taken into consideration, as well as the implications for future implementation of the knowledge gained. The settings in which the search focused where conducted in secondary educational settings in different countries. The important contribution of the interventions to students’ self-determination related skills, such as independent decision making, schedule planning, every-day functioning skills or problem-solving has been indicated by the findings. Moreover, along with the autonomy that was gained, students participating to the interventions seemed to have emotional gain, through the empowerment of self-efficacy. In conclusion, the benefits of self-determination training have been proved for students with or without disability.