Researcher-teacher collaboration occurred during the design and implementation of self-management instruction for two middle school students with different disabilities and for two different target behaviors. One student with physical disabilities was taught to increase safe hall travel during school transitions, and the other student with learning disabilities was taught to increase on-task behaviors. After each student had been trained to use self- management, their teachers were not able to follow-up with them immediately. Contrary to their teacher's anticipated impact of self-management, neither student's behaviors reached satisfactory levels until their teachers followed-up with them. Implications include the necessity for adults to follow-up with students after teaching self-management to ensure the intervention is progressing as planned and that the desired impact on students' behaviors occurs. The work described in this paper was funded by the U.S. Department of Education Field-Initiated Research Grant # H023C70066. The views expressed are the author's and do not necessarily represent the policy of that agency, and no endorsement by the federal government should be inferred. Immense appreciation is extended to the educators, Elena Dennis and Karen Cessna, for their significant time investment and valuable reflections in working with the researcher on these projects. Additional credit belongs to the research data collectors (Ted Crimy, Mary Keefer, Mary Gohng, and Sabita Raman), who were fastidious in gathering research data. (Contains 3 tables and 1 figure.)