The effectiveness of videotape feedback, as a procedure for increasing on-task behavior in a 9-year-old emotionally disturbed male, was investigated in the present study. The experimental design employed was an ABAB single subject design. Through baseline (A) and intervention (B) phase, 30 minutes of classroom behavior during a structured activity were videotaped at the same time each day. On-task and off-task behaviors from each videotaped session time were rated by trained observers for each experimental phase. The subject did not receive any feedback on his behavior during baseline (A) phases. During intervention (B) phases teacher and subject concurrently viewed a 10-minute sample of the videotape immediately following each daily videotaped session. While observing the videotape the subject recorded his own behavior. Data revealed low rates of on-task behavior during the initial baseline (A) phases. Only after introduction of the videotape feedback intervention (B) phase did the frequency of on-task behavior increase. A decrease in on-task behavior occurred with reinstatement of baseline (A) conditions. Treatment gains were partially recovered during reinstatement of videotape feedback intervention (B). Results of the present study are discussed in terms of the utility of videotape feedback as a classroom behavior management technique. Implications for self-control and further research directions are also proposed.