The present investigation replicates and extends an earlier study comparing 2 conditions, a dictionary approach versus a concept mapping model, on the learning of vocabulary words among 4 students with mild disabilities (i.e., emotional and/or behavioral disorders and other health impairments) attending a middle school. An A-B-A-B design was used to assess the efficacy of both instructional models (i.e., the dictionary approach and concept mapping model). During the dictionary instruction phases, each student looked up a vocabulary word in the dictionary, defined the word, and then wrote the word in a sentence on his or her notebook paper. In the concept mapping phases, the students completed a concept map (i.e., Frayer model) to display the definition of a word, wrote the word in a sentence, described what the word reminded them of based on their prior knowledge, and then drew a picture related to the vocabulary word. Results revealed marked improvements for all 4 of the students in their learning of the content area related vocabulary words associated with the use of the concept mapping model over the dictionary approach. Recommendations for classroom practice and future research directions are discussed.