The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on spelling accuracy for three high school aged students with learning disabilities. CCC is a student-managed procedure that teaches discrete skills through self-tutoring and error correction. The effectiveness of CCC was evaluated using a multiple baseline with a reversal. The results indicated that CCC was effective in teaching the students to spell their weekly vocabulary words. The reversal phase produced differential effects across the three students. The CCC method required little teaching time or one-on-one teaching, and it was a success in a high school special education resource room. (Contains 3 figures.)