Self-advocacy is an important skill, especially as students transition from high school to postsecondary settings. In this study, five high-school students with specific learning disabilities (SLD) were taught to use a self-advocacy intervention to learn to request academic accommodations. A multiple-baseline across participants design was used to examine the functional relation between the intervention and students' performance. Students learned the self-advocacy intervention, consisting of 17 target behaviors, during after-school sessions across approximately 6 weeks. Based on the visual analysis and percentage of nonoverlapping data, there was strong evidence of a functional relation between the self-advocacy intervention and an increase in participants' performance for requesting academic accommodations during role-play scenarios. Participants maintained self-advocacy skills 2 weeks after mastery and generalized accommodation requests with other school-based personnel. Social validity data indicated that participants valued the intervention. Implications for practitioners are discussed for transition and self-advocacy skills as well as future research opportunities.