Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined whether computer assisted instruction could be effective in teaching a comprehension strategy, story mapping, to nine high school students with learning disabilities. The investigation used a single-subject, multiple baseline designed. Daily quizzes, story maps, and a standardized test measured student progress. In addition, a survey of students' perceptions regarding the computer assisted instruction was administered. Comprehension results varied across students; however, the majority of students showed improved comprehension scores on the Gates-MacGinitie comprehension test regardless of the group in which they participated. These findings suggest the daily readings on the computer, rather than the comprehension strategy itself, might have influenced students' reading comprehension. (Contains 3 tables and 3 figures.)