The purpose of this study was to replicate similar instructional techniques of Jimenez, Browder, and Courtade (2008) using a single-subject multiple-probe across participants design to investigate the effects of task analytic instruction coupled with semi-concrete representations to teach linear algebraic equations to middle school students with intellectual disabilities. Over the past decade, instructional strategies used to teach academics to students with intellectual disabilities have seen a dramatic change. Federal laws (e.g., IDEA, 1997; 2004) and state assessments have assisted in creating a balance of functional and academic instruction with this population. Data were analyzed using visual inspection and descriptive comparison between baseline and intervention phases for each student. Results suggest a functional relationship across all participants. Generalization measures and limitations are discussed.