The purpose of this study was to assess the effects of cover, copy, and compare (CCC) on the spelling performance of three male middle school students. Two of the participants had learning disabilities and the third was health impaired. The study was conducted in a public school resource room in the Pacific Northwest. A multiple-baseline across word lists was employed to assess the efficacy of CCC. The behavior measured was correct spelling. The results showed mastery of spelling words following the implementation of CCC. The students and staff enjoyed the procedure and suggestions for additional research with CCC are discussed.