Research supports the importance of teaching skills within the contexts that they will be used (Falvey, 1989; Nietupski, Clancy, Wehrmacher, & Parmer, 1985), yet many school-based programs face resource constraints which limit the number of opportunities where instruction can occur in authentic, community-based settings. When community-based instruction is not available, due to these constraints, simulated instruction has been recommended (Snell & Brown, 2000). Attention has been given to the use of videotaped instruction (Alcantara, 1994; Haring, Breen, Weiner, Kennedy, & Bednersh, 1995; Harring, Kennedy, Adams, & Pitts-Conway, 1987; Wissick, Lloyd, & Kinzie, 1992) and multimedia, computer-based, video instruction (Langone, Shade, Clees, & Day, 1999; Mechling and Gast, 2003; Mechling and Gast, in press; Mechling, Gast, & Langone, 2002; Mechling & Langone, 2000; Wissick, Gardner, & Langone, 1999) as means for providing simulated instruction. The purpose of this study was to evaluate use of a multimedia computer-based program using video captions and still photographs to teach students to read aisle sign words and locate items in grocery stores. The ability to make grocery store purchases is valued as a functional skill for persons with disabilities to increase their independence within community settings (Morse, Schuster, & Sandknop, 1996; Snell and Brown, 2000; Westling and Fox, 2000).