Students who receive special education services in resource classroom settings often engage in low levels of on-task behavior during independent work time. Given the independent work demands in middle school classrooms, it is crucial for students who receive services in a resource classroom to engage in high levels of on-task behavior. The researchers examined the effects of activity schedules on on-task behavior, on-schedule behavior, and percentage of work problems correct in four middle school students receiving special education services in a resource math classroom. Results of the study demonstrate that on-task and on-schedule behavior increased for all participants following the implementation of the activity schedule in both math and language arts classroom settings. Both students and teachers indicated that they liked the intervention and the activity schedule improved on-task behavior. Results of this study extend the use of activity schedules to a novel setting and participant population.