Research indicates that students with intellectual disability (ID) frequently engage in off-task and disruptive behaviors, which may lead to the exclusion of these students from general education classrooms and school dropouts. In the current study, researchers implemented self-monitoring to improve the on-task behaviors of four participants with ID in inclusive classrooms in Turkey. A concurrent multiple-baseline design across participants was used. Self-monitoring was implemented across three settings (i.e., Turkish-language art, math, social studies), and generalization data were collected in English-language art classes. Additionally, an average of 16-week maintenance data were collected from all the intervention settings. Results of this study indicated that the efficacy of self-monitoring in improving on-task behaviors was immediate, generalized across settings, and maintained over a long time period (i.e., 16 weeks). Implications for practice are discussed.