Extracurricular activities are known to provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWD) historically have limited access to these extracurricular programs, and thus fewer opportunities for academic, social, and vocational development. It is important not only to assist educators and administrators in understanding the importance of inclusive extracurricular activities, but also to support educators in the successful implementation of these programs. This manuscript describes the theory of self-determination and its application in guiding the development and implementation of inclusive extracurricular activities. Included are examples of real-world implementation and recommendations for establishing, implementing, troubleshooting, and sustaining inclusive clubs at the middle and high school levels.