This study delves into the implementation of students’ participation in special education decision-making processes in Israel, particularly in eligibility and characterization committees following the 2018 Amendment 11 to the Special Education Law. Using a mixed-methods approach, the research analyzes data from 10,810 students referred to these committees in a single Israeli district during the 2022–2023 academic year. The study uncovers a significant disparity between the legal promotion of student participation and its implementation, with only 5% of committees involving student input. The findings suggest that current educational practices inadequately address the development of self-advocacy and self-representation skills among students with disabilities. The research underscores the ongoing challenges in balancing students’ rights to express their views with professional and parental assessments of their best interests and the potential for these assessments to overshadow or dismiss the perspectives of students with disabilities. The study also explores supported decision-making as a framework for enhancing student participation while providing necessary support. Recommendations include developing comprehensive guidelines for implementing international principles, integrating self-advocacy skills into curricula, enhancing preparation programs, and redesigning committee structures to be more accessible to student participation. This research highlights the need for a fundamental shift in special education practices to truly respect the rights and serve the needs of all students with disabilities.