Check-in/check-out is a secondary-tier intervention within the positive behavior interventions and supports framework. Check-in/check-out pairs the use of an adult mentor with a daily progress report to help students meet individualized behavioral goals. This study adds to the research base by examining the effects of check-in, check-up, check-out for students with moderate intellectual disability. A modified version of the traditional check-in/check-out cycle was implemented with three high school students during vocational training. All three students demonstrated decreases in off-task behavior. Treatment fidelity and social validity were assessed. Limitations, future directions, and implications for practice are discussed.