Traditionally, parents and professionals made choices about the life of a person with intellectual disabilities because they thought that they were protecting them and advocating their interests in that way (Alfirev, 2007). People with disabilities themselves define self-advocacy as an independent group of people with developmental disabilities that are working together towards justice and are helping each other in taking back control over their own lives and fighting discrimination (Kraljević, 2001). This research primarily wanted to gather information on the awareness of members of the association of people with disabilities from Daruvar about rights and self-advocacy skills and their work on them. The main goal of this paper is to encourage people with disabilities, through educational workshops, to express their opinions and needs and to make them aware that they have the ability to make choices and have certain rights, but with those rights, come responsibilities. The workshops took place every week and lasted for 5 months. Some of the topics covered are: self-awareness, feelings, choice, opinions and rights. Participants were grown-up, verbal members of the Association for people with intellectual disabilities „Korak Dalje“ from Daruvar. Data was gathered trough semi-structured interviews before and after the implementation of the educational workshops, and it was analyzed by thematic analysis trough which 9 categories were formed: self-awareness, independence, support, choice, assertiveness, relationships with others, feelings, rights and workshops. Participants showed good knowledge of themselves and their characteristics and indicated sufficient support and possibility of choice. In most categories there was no significant difference in responses in initial and final interview, but there was a difference in the rights category. At the beginning the participants had no knowledge about rights, but at the end each one knew at least something about a right that we talked about in the workshop. Although, judging by the interviews, there seems to be little significant progress, there was a change in the behavior of the participants. By the end of the workshops the participants asked more for clarification, asked more questions, they were more active in all parts of the workshops and their public speaking was improved. The final category was actually an evaluation of the workshops themselves. All of the participants expressed that they liked them, especially the ones where they chose the topic, and they said that they would like more workshops like that. That is precisely why the workshops didn’t stop with the conclusion of this paper, but are still ongoing, just in a slightly different way. Their implementation and evaluation undoubtedly shows the significance of encouraging self-advocacy in people with intellectual disabilities.