The current study examined the effect of a planning and goal-setting intervention in reducing latency to task engagement. This study used a multiple baseline design across participants for two seventh-grade and two eighth-grade students in a remedial reading class. The behavioral intervention was administered in small groups at the start of each class period. Latency for transitions was measured from the conclusion of teacher directions to the initiation of assigned academic tasks. Results showed the implementation of the intervention was closely associated with immediate decreases in latency to task engagement. The intervention reduced the mean latency to task engagement for all participants and reduced the variability over baseline. Visual analysis indicate a functional relation between the intervention and changes in latency. Implications for results and suggestions for future research are discussed.