Many students with Learning Disabilities (LD) experience low motivation and confidence in algebra as a result of the content challenges and the lack of mathematics success they have experienced previously (Kortering, de Bettencourt, & Braziel, 2005). The combination of multiple content deficits, an ongoing lack of success, and low motivation complicates the challenges faced by students with LD in developing algebraic reasoning and necessitates more intensive instructional supports for this group of students. Thus, many students with LD enrolled in algebra courses will require significantly different instructionally designed supports that are more intensive and engaging to access the abstract content associated with algebra (National Center on Intensive Intervention, 2013). This article presents scaffolding as one high leverage practice that can be used effectively to intensify instruction to provide access to more advanced mathematics courses. Using worked solutions represents a significant change in typical instructional design and is a promising instructional scaffold that is responsive to the needs of students and designed to support the development of algebraic reasoning. Worked solutions are presented as a prime example of a scaffold because they can be designed to provide decreasing levels of support as students become more competent in solving complex, multistep algebraic problems.