The current meta-analysis examined the evidence for interventions to improve compliance of students with disabilities in school settings. Experimental investigations that investigated compliance or non-compliance and took place with students in a school setting who were between birth and 23 years old were evaluated using the Council for Exceptional Children's (CEC) guidelines for evidence-based practices. Summary outcome measures utilized were percentage of non-overlapping data and the between-case standardized mean difference (BC-SMD). Results found a variety of interventions to be generally effective with regard to study effects, but not in compliance with CEC's standards. Only one intervention could be described as potentially evidence-based for improving the compliance of students with disabilities in school settings: High probability command sequences. Implications for future research are presented.