Access to age-appropriate literature is often difficult for students with significant disabilities without sufficient support. The picture plus discussion (PPD) intervention is an emerging research-based strategy used to increase comprehension of age-appropriate unadapted texts read aloud. While peer supports have been successfully used to increase gains in both academics and social engagement, their use to support literacy comprehension is minimal. This study examines the PPD intervention with unadapted age-appropriate texts read to elementary students with significant disabilities alongside their general education peers. Results of two withdrawal single case designs indicated increases in comprehension from baseline with the intervention as well as changes in engagement when presented with peer partners. Implications of the findings in addition to future research topics were discussed.