Despite the fact that self-management procedures have a robust literature base attesting to their efficacy with students with disabilities, the use of these strategies in general education settings remains limited. This mixed methods study examined the implementation of self-management procedures using both quantitative and qualitative methods. Four teachers were provided with a professional development session on how to create and implement a self-management procedure with a student in their classrooms who was diagnosed with a disability. In this triangulation design-convergence mixed methods model, behavior data were collected on student engagement using a single-subject multiple baselines across participants design. Concurrent with this, qualitative data were taken in the form of interviews with participating teachers and observations of classroom practices. Results indicate that self-management was an efficacious intervention for the student participants in this study, but there are several considerations for implementation related to context, individual characteristics, intervention characteristics, and professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]