The purpose of the study is to examine the related factors of high school students with mental retardation. In the study, the subjects were 560 10th, 11th, 12th students with mental retardation of vocational high school special class and Special school of higher level vocational high school in Taiwan. Class mentor completed self-determination scale, community independent life skill scale and Chinese adaptive behavior scale for the first stage of the study. There are some related background variables, namely, placement, gender, grade, level of mental retardation, attend style, placement of junior high school, parents’ education level, mother’s education level, family social-economic status, community independent life skill and adaptive behavior. The findings of the study were as followings: The relation between self-determination and related background variables: There are very significant relations between self-determination and level of mental retardation, and between self-determination and community independent life skill. When applying the stepwise multi regression to analysis the predictability of the related variables towards the self-determination, it revealed the sequence entering the stepwise regression as the following: community independent life skill, placement, grade, adaptive behavior, parents’ social-economic status, accompanied disabilities. The total predictability was exact. The difference of self-determination on different background variables as follows: Vocational high school special class students with mental retardation received a higher score on self-determination than student with mental retardation in special high school. There was no significant difference of self-determination on gender. There was no significant difference of self-determination on grade. There was a significant difference of self-determination on the level of mental retardation. There was no significant difference of self-determination on attend style. There was a significant difference of self-determination on placement of junior high school. There was no significant difference of self-determination on family social-economic status. There was a significant difference of self-determination on community independent life skill. There was a significant difference of self-determination on adaptive behavior. The discrimination of high and low self-determination groups on different background variables. All background variables can exactly(99.75%) discriminate the high and low self-determination groups. A number of suggestions were made for future study and teaching purpose.