Prompting is a simple strategy that has been demonstrated to increase appropriate (and decrease inappropriate) behavior when used (a) as a stand-alone strategy with preschool students and individuals with disabilities and (b) in combination with other strategies (e.g., active supervision) with K-12 students in general education settings. Until now, no studies have specifically investigated the effectiveness of prompting as a stand-alone strategy in a general education setting. This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education. Study results document a decrease in off-task behavior with prompting. Results and implications are discussed in light of limitations. (Contains 2 figures.)