We used two multiple baseline designs to investigate effects of a self-monitoring strategy on following-direction skills of six middle school students with moderate to severe disabilities in general education. Students were instructed to acknowledge a given direction, complete the task, and monitor their performance. Results suggest that all students learned the strategy and maintained their performance at mastery levels for the duration of the maintenance condition. Social validation data obtained from participating general and special educators supported these findings. Implications for promoting student-directed learning and inclusive education are discussed. (Contains 1 table and 2 figures.)