Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to link the positive effects of self-management strategies to on-task behavior of students with emotional behavior disorders. A review of the literature reveals that the use of self-management strategies increases the on-task behavior of students with emotional behavior disorders. A secondary effect of using these techniques was an increase in academic performance in reading and mathematics. In conclusion, teachers should be trained in teaching these strategies as a method to integrate students with emotional behavior disorders in the classroom. By teaching these methods both teachers and students may have a better academic experience in the classroom, as compared to typical unsuccessful experiences reported in the literature. Interview protocol is appended.