Class-wide interventions have been effectively used as a primary level of support to increase student engagement, but the management of these interventions can quickly become burdensome for busy classroom teachers. To address this problem, this study combined a class-wide self-management intervention, in which the students were responsible for monitoring their behavior, with a dependent group contingency. A multiple probe design was used across two general education seventh-grade classrooms in order to assess the effect of the intervention on class-wide levels of student engagement. Results suggest a moderate to strong effect of the intervention for increasing student engagement. Practical implications of the study are discussed and further resources are presented to assist school-based practitioners in the development and implementation of both self-management and group contingency interventions in the schools.