Recently, high-probability request sequences has shown promise as a method to enhance student compliance using positive methods without sacrificing the quality of the assignment. High-probability request sequences use a series of preferred behaviors to increase the likelihood that nonpreferred behaviors will occur. For this intervention, a series of brief tasks with a high probability of compliance (high-p tasks) is presented just prior to tasks with a low probability of compliance (low-p tasks). The momentum generated from the series of high-p tasks carries through to increase completion of the low-p task. Classroom teachers can use high-p request task sequences with a variety of tasks and students. This article offers steps that can help teachers develop this procedure for their classrooms. (Contains 3 figures.)