Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a robust behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior has had documented success in evoking behavior change in educational settings. This investigation utilized a multiple baseline design to examine the effect of self-modeling in reducing disruptive classroom behavior across three high school students with intellectual deficits. Participants were shown 5, 2-minute treatment tapes across ten school days. The results of this experiment were analyzed through visual inspection of the data and calculation of effect sizes. Self-modeling was found to have large decreases in the target behavior for all 3 participants, with treatment effects becoming more pronounced at time of follow-up.