This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals, reading support) were intended to improve access to the items for students who had grade-level science content knowledge, but whose disability may impact their ability to answer the items in the original form. Students were asked to think aloud while answering items and answer follow-up questions about specific item-enhancement features. Achievement did not show much improvement but reported cognitive effort suggests reduction in perceived difficulty of enhanced items. (Contains 9 tables.)