In this study, we used an instructional package consisting of a constant time delay procedure with multiple exemplars to teach five elementary students with moderate intellectual disability to identify geometric shapes listed in their state's core content standards and included on their state's alternate assessment. In addition, we included four pieces of nontargeted information (i.e., identification of shape words, spelling of shape words, number of sides on shapes, and number of angles in shapes) as instructive feedback in each trial. The students acquired identification of the targeted shapes. They also demonstrated high degrees of maintenance and generalization to novel exemplars. In addition, they acquired the majority of the nontargeted information.