This action research project implemented and evaluated a program for promoting student responsibility in order to increase the necessary skills and dispositions needed for improved academic and interpersonal behavior. The targeted population consisted of fifth-grade students in a regular education program, and high school students classified as having behavioral disorders. The problem of irresponsible behavior was documented by means of student surveys, teacher observation checklists, student journals, and teacher journals. The 12-week intervention consisted of: (1) increasing student choice in classroom activities; (2) implementing a series of learning activities addressing student organizational skills; and (3) employing learning activities that require metacognitive and behavioral reflections. In order to assess the effects of the intervention, teachers completed pre-post surveys and maintained weekly teacher observation checklists and journals through the period. Students wrote in journals to reflect on their progress. Post-intervention student survey data suggested that fifth graders' understanding of responsibility had changed from that of compliance to taking care of themselves. High school students with behavior disorders were not able to articulate responsible behavior, but there was consistency and improvement in responsible classroom behavior over the course of the intervention. There was considerable example of irresponsibility outside the classroom. (Twenty-one appendices include data collection instruments, sample journal entries, sample instructional materials, and sample lesson plans. Contains 31 references.) (KB)