Research shows that foundational skills acquired in the early years of development like making choices, self-regulation, and engagement, are significant underpinnings for the future development of self-determination skills in adolescence and adulthood. This is particularly true for individuals with disabilities in the United States. Although family members play a key role in their child's development of foundational skills for self-determination, no research has been conducted to examine whether these skills are valued with equal significance by families of young children with disabilities in countries outside the United States. The purpose of the phenomenological study described here is to increase understanding of two key issues: 1) what were the experiences in early childhood intervention of families of young disabled children within the People's Republic of China (PRC)?, and 2) what were the families' perceptions and practices in promoting foundational skills for self-determination in these children? Semi-structured interviews were used to collect data, and findings and discussion are presented in the following chapters.