Training alone is often insufficient to achieve and maintain high levels of implementation fidelity of evidence-based practices. Self-management is an effective and efficient mechanism of behavior change and maintenance. Accurate implementation of discrete learning trials is critical for skill acquisition. The purpose of the current study was to examine the effects of a video self-monitoring intervention on implementation fidelity of an evidence-based discrete learning trial for three instructors in special education classrooms. Two of three instructors achieved desired levels of implementation fidelity using the self-monitoring checklist and viewing an instructional video series. One instructor increased levels of performance but needed the addition of performance feedback to meet criterion. All instructors maintained high levels of fidelity following intervention. This research provides a tool for teachers to use free of cost to increase the quality of instruction given to students with intensive academic needs.