In this exploratory case study, the researchers conducted a qualitative analysis of six teaching sessions to describe the use of gestures and diagrams by a teacher and her students with learning disabilities when engaging in secondary level algebra (e.g., Algebra I & II content). The teacher and her students used gestures, such as pointing and moving a pen in an arching motion to demonstrate mathematical relationships within equations (e.g., distributive property), and diagrams, such as circling and drawing arrows to facilitate students' progress with logarithms. The teacher used gestures and diagrams to support her students with learning disabilities to organize their thinking processes and understand relationships between problem elements. The findings from this study describe the procedural and conceptual progress made by two students with LD when their teacher utilized gestures and diagrams to teach logarithms, reciprocals, and functions.