Common challenges related to promoting self-determination instruction have been identified in the field of special education in Japan, China, and South Korea. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) designed for Chinese educators. Its effectiveness was examined through a questionnaire survey. The results indicated that educators had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination. However, there was no significant change in educators’ evaluations of the efficacy of self-determination instruction and the utility of self-determination for students. Based on these results, four essential elements were identified when developing high-quality SDLMI training programs for educators in Japan and Korea. Firstly, it is crucial to provide a clear definition of self-determination. Secondly, an explanation of SDLMI and the underlying theory should be included. Thirdly, methods for adapting SDLMI instruction to student’ specific needs should be offered. Fourthly, a method for evaluating students’ transformation should be provided.