ObjectivesGiven the fact that the self-determination should be considered from early age and instructions to promote self-determination are more effective if infused within general education curriculum, this literature review analyzed 65 Korean self-determination studies (2000–2018) that included elementary students with and without disabilities. The main purpose of this literature review is to identify similarities and/or differences on how studies on self-determination were conducted in general and special education fields.MethodsThe selected 65 studies were first categorized by four groups depending on study participants: students with disabilities, students without disabilities, students with and without disabilities, and students at risk for academic failure. Then studies in each group were analyzed by the definition of self-determination and theory cited, as well as by the macroscopic analytic framework that consists of normative, structural, constitutive, and technical dimensions.ResultsOverall, self-determination research patterns were somewhat different between general and special education fields, although there were common findings. Studies from special education tended to cite functional theory of self-determination whereas the majority of studies from general education used self-determination theory. Most studies were categorized into constitutive or technical dimension based on the macroscopic framework across disciplines.ConclusionsThis study suggested the need for more research to investigate self-determination of elementary students to develop systems of support to promote self-determination. Especially, future studies should be conducted to support students to develop self-determination within multi-tiered system of support framework for all students, including those with and without disabilities as well as students at risk for failure.