The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells). The results indicate that all students acquired definition and labeling knowledge for the new science vocabulary terms. Results are discussed in the context of applying universal design principles with emerging technologies to create authentic opportunities for students with intellectual disabilities and autism spectrum disorders to learn science vocabulary.