We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition, maintenance, and generalizability of student learning. Research suggests that CTD is an effective, near-errorless instructional procedure that promotes positive student outcomes across learning domains (e.g., academic, vocational, and domestic). The research reviewed documented the fact that CTD is more efficient, as measured by trials-to-criterion, when compared to other commonly used instructional practices. In conducting the present analysis, notable themes emerged and are discussed. Last, implications for future research to practice is provided.