Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across science units design to examine the effects of a collaborative preteaching method on the science achievement of two high school students with SLD in their respective general education biology classes. Results indicated a functional relation between the introduction of the collaborative preteaching and improvement in both participants' performance on daily biology tests. Implications for practice and suggestions for future research are discussed in relation to the benefits of collaborative preteaching for high school students with SLD in general education classrooms.