A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on-task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self-management interventions within general education secondary-level settings are discussed. (Contains 2 figures.)