The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was implemented by a special education teacher and two educational assistants in three separate classes, and this study examined implementation and efficacy using direct observation of student self-regulatory behaviors. Utilizing a multiple baseline, across-participants research design, the study revealed positive effects of SAAS on "assignment attack" and teacher-reported student behavior during resource support classes. The results demonstrated that the effect was maintained after external supports were faded and suggest improved assignment attack behavior may have contributed to improved assignment completion. A discussion of the results is provided, addressing the implementation of SAAS and considerations for educators interested in SRL strategy instruction in resource settings. (Contains 1 table and 2 figures.)