This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students' reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants' grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students' reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction.