This qualitative case study investigated the process of teaching the self-management strategies, self-determination, and self-monitoring to chronically misbehaved students from the perspective of a secondary special education teacher. The investigation used a purposeful sample to select an urban high school setting and a tenured special education teacher. The specific characteristics of the teacher participant included her teaching both ninth- and 10th-grade students with chronic behavior issues in an urban high school in southeastern Michigan. The theoretical context for the study evolved from the causal, social cognitive, and ecological (transition) theories. These theories support self-management teaching strategies and positive behavior intervention as mandated by the Individuals with Disabilities Education Act of 2004. Findings from the study showed the need for teaching self-management skills to students with behavior problems. In addition, the findings included the most and least successful teaching strategies for teaching self-management skills and barriers the teacher faced when trying to teach self-management skills. This study implies that using a self-management system indicates that teacher-developed and -mandated behaviors are easier to control than student intrinsically managed behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]