An integrated program to teach self-advocacy techniques to students with disabilities was implemented in one Louisiana School District. Students (171) with mild disabilities were exposed to explicit instruction in self-advocacy skills. Student's GPAs were compared from one semester in the 2018-2019 school year and one semester in the 2019-2020 school year. The results indicated a statistically significant positive difference in GPA's between students who received the intervention and those who did not. The effect size was of the intervention was considered small (0.21).