The authors begin this article by introducing a student, Andy, who has emotional and behavioral disorders (EBD). Andy is the kind of student who needs to be given more responsibility for his own behavior. In this article, the authors illustrate why and how that can be done. The authors focus predominantly on the strategy of self-monitoring and how it can be used to address a variety of behaviors, with an emphasis on academic outcomes given that students with EBD struggle in all content areas. Specifically, they introduce the concept of metacognition and provide an overview of a range of metacognitive strategies that are available for use in promoting academic outcomes with students with and at risk for EBD. They highlight some recent studies that show how such strategies have been used successfully to support academic outcomes for students with EBD across the K-12 continuum. Next, they delineate step-by-step procedures for designing and implementing self-monitoring procedures in the classroom, followed by one illustration of how this strategy can be applied in an elementary/middle school setting. Finally, they conclude with a list of tips to ensure successful implementation of self-monitoring procedures by avoiding some common challenges. (Contains 2 figures and 2 tables.)