Choice-making of task-sequence was implemented to determine the effect on the percentage of time on-task behavior, task-completion, and accuracy for five students with E/BD served in a residential setting. An ABAB design was used to examine a potential functional relation between choice-making and the dependent variables. All sessions were conducted by the classroom teacher during independent academic tasks in math and language arts classes. Results suggest that choice of task-sequence had an overall positive effect for time on-task and task-completion but little effect on accuracy. Limitations and future directions for choice-making are discussed. (Contains 1 table and 5 figures.)