The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002). We then provide an example of how we incorporated such a project in an undergraduate psychology class and embedded the assessment of learning outcomes within evaluation of the projects. We present our rubric and results based on 68 (56 women, 12 men) student projects. Lastly, we discuss the many benefits of assigning self-management projects to justify inclusion of such assignments and encourage instruction of self-management skills in psychology classes. (Contains 1 table.)