This study investigated the effects of the TouchMath[C] program (Bullock, Pierce,&McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics self-contained classroom. A multiple-probe across participants design (Alberto & Troutman, 2009) was used to evaluate the effectiveness of the TouchMath[C] program using the "touch-points" strategy to facilitate the student's mathematics performance. The results revealed the TouchMath[C] program improved all three of the students' ability to subtract 3-digit mathematics operations using money applications; however, maintenance results were mixed, as the students exhibited difficulty with maintaining the necessary skills once the intervention was withdrawn. Limitations, recommendations for classroom teachers and future research directions are presented. (Contains 1 table and 3 figures.)