This study examined the efficacy of the EDIT Strategy on proofreading skills of postsecondary individuals who attended a campus-based college program for students with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest with maintenance follow-up design were employed. The EDIT Strategy was taught through a multi-step mnemonic strategy to students in the treatment group. The instruction addressed essential proofreading skills including identifying and correcting spelling, punctuation, capitalization, overall appearance, and substance errors in electronic documents through the use of a computer and word processing tools. The posttest and maintenance data revealed a significant difference in favor of the treatment group when compared with the control group concerning the overall number of editing errors and the respective types of errors that were corrected. The results provide support for the efficacy of the EDIT Strategy for postsecondary learners with developmental disabilities.