This study investigated the effects of explicit, strategic intervention with iPad application practice on the multiplication fact performance and strategy use of elementary students with learning disabilities (LD) using a single-case, multiple probe design across participants. Four fifth-grade students with LD received 15 1:1 intervention sessions in multiplication facts. Results indicated that all students made significant growth in multiplication fact performance across the study and maintained the intervention gains 2 weeks following the intervention. Overall, students increased their use of a doubling strategy taught during intervention and were able to retrieve facts automatically after intervention sessions. Social validity interview results indicated that participants had positive perspectives about the intervention. Implications for practice and suggestions for future research are discussed.