In this single-case study, we examined the impact of a simple response card intervention on student engagement during math lessons. An ABA reversal across-subjects design was used to establish a causal relationship between the treatment and the expected outcome. Five adolescents with learning disabilities from a seventh-grade classroom were observed during hand-raising and response-card conditions to determine the effects of response cards on student responding and test scores. Results indicated that the intervention increased both participation and performance. The paper ends with a critical discussion of the results and future research challenges.