Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in passages to the number of meaning units in student-completed Venn diagrams was conducted for both the treatment and maintenance phases. Results indicated that instruction in the compare-contrast text pattern was effective in increasing participants' comprehension. A content analysis of Venn diagrams revealed a decrease in number of recorded meaning units during the maintenance phase while passage comprehension remained high. Future research and implications for classroom interventions are discussed.