Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one's own behavior, administering rewards based on self-ratings, and graphing one's behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed.