Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had documented success in evoking positive behavior change. This investigation utilized a multiple baseline design to examine the effect of self-modeling in reducing disruptive classroom behavior among 3 high school students with intellectual deficits. Participants were shown five 2-minute treatment tapes over 10 school days. The results of this experiment were analyzed through visual inspection of the data and calculation of effect sizes. Self-modeling was found to have large decreases in the target behavior for all 3 participants, with treatment effects becoming more pronounced at follow-up. Implications and future research directions are discussed. (Contains 1 figure.)