Self-modeling is a robust behavioral intervention whose therapeutic outcomes have a positive impact on a host of clinical behaviors as well as diverse student populations. To date, only two theoretical positions have emerged in the literature that attempt to account for the mechanism of this efficacious behavioral intervention. The first explanation suggested that self-modeling influences self-schema and enhances self-efficacy. The alternative theory posits that self-modeling works to influence autobiographical memory by replacing old memories of the behavior with those afforded by the intervention. This manuscript extends this theoretical base by exploring a third, unconsidered behavioral change pathway involving the role of public self-consciousness as a contributor to the powerful treatment effects of this intervention with the aim of advancing the understanding and utility of self-modeling in schools. Implementation considerations and practical strategies to enhance practitioner use are also provided.