Self-management has been shown to be effective for increasing the on-task behaviors and decreasing the problem behaviors of students. However, little is known regarding the individual and combined effectiveness of the components of self-management. This study applied the logic of a component analysis to add the four major self-management components (goal setting, self-monitoring, self-evaluation, and self-reinforcement) systematically in order to identify the most effective and efficient intervention package for two high school students with emotional disturbance. Results indicate differential effects with each additional component of the self-management intervention. Although positive effects of self-management were maximized with the full intervention package in place, the teachers reported a preference for a less intrusive intervention package, which was also found to be effective. Limitations and suggestions for future research are included.