An experiment was conducted to evaluate the effect of the Precision Request as a behavior intervention on the compliance behavior of students in a self-contained class for students with emotional-behavioral disorders. The Precision Request is an intervention commonly used by teachers to decrease noncompliance. The study took place in an elementary school behavior unit classroom. The participants included one special education teacher and the eight students in his class. A single subject reversal design was used to track student percentage of compliance, latency to compliance, as well as teacher use of praise and reductive consequences as part of the Precision Request intervention. The results indicated that the Precision Request produced a decrease in noncompliance among the students. However, it did not produce a meaningful change in latency to compliance. The introduction of the Precision Request also resulted in an increase in the teacher's use of praise, but no meaningful change in the use of reductive consequences. More research is needed to establish the active components of the intervention and the generality of the intervention effects.