Self-management procedures have been used in school settings to successfully reduce problem behaviors and increase appropriate behavior. Two multiple-baseline across-participants designs were applied to evaluate the effects of self-management procedures to enhance classroom preparation skills and homework completion behaviors of middle school students with attention deficit hyperactivity disorder. Six male students with attention deficit hyperactivity disorder enrolled in a public middle school received training in self-management procedures that focused on the improvement of classroom preparation skills and homework completion behaviors. The percentage of classroom preparation skills and homework behaviors increased as a function of self-monitoring for all participants. Improvements were maintained after written self-monitoring was faded. In addition, student, teacher, and parent acceptance of the self-management intervention were assessed to be high. Strengths and limitations of this intervention strategy as well as future research directions are discussed. (Contains 4 figures and 1 footnote.)