Self-monitoring has successfully been used to improve academic and behavioral outcomes of students with learning disabilities. Despite the frequent use of self-monitoring interventions and their accompanying benefits in the field of education, more information is needed concerning the efficacy of student awareness relevant to their self-talk. The addition of individualized self-talk to self-monitoring interventions provides a method to shift from compliance-based interventions to those rooted in student voice and autonomy. This article outlines a step-by-step process for teachers to explicitly teach students with learning disabilities how to monitor their self-talk when working toward individualized, student-created goals.