A student with moderate mental retardation included in a general education math setting was taught how to use self-management to increase his on-task behaviors. A researcher and special educator worked together to determine the content for self-management, and each collected 2 different types of data to monitor the impact of self-management. Results indicated (a) a correlation between the researcher's and teacher's data and (b) that self-management was effective for increasing the student's on-task behaviors and decreasing the amount of time it took for him to begin tasks. (Contains 2 tables and 1 figure.)