Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention packages under which TD-SM can be effective at improving implementation fidelity as well as the associated effects of TD-SM on student outcomes targeted by the practices monitored for fidelity. Results indicate TD-SM demonstrated generally positive outcomes when used to improve the fidelity of instructional methods with varying intervention packages. Gains in instructional method implementation fidelity sometimes resulted in gains in student outcomes. The use of TD-SM to improve the fidelity of behavioral interventions resulted in varied fidelity and student outcomes, despite the use of consistent intervention packages. Implications for future research and practical use of TD-SM are discussed.