The current study examined the effects of self-regulatory interventions on reading, writing, and math by conducting a meta-analysis of single-case design research. Self-regulatory interventions have promise as an effective approach that is both minimally invasive and involves minimal resources. Effects of the interventions were analyzed by academic subject, grade, educational placement, and the number of sessions. Results indicated that self-regulatory strategies showed promise in addressing academic issues in the areas of reading, writing, and math regardless of age, grade, educational placement, and intervention length.