Adolescent students with learning disabilities across the United States are not demonstrating gains on reading assessments from previous years, and many are not even achieving at proficient literacy levels (Boulay et al., 2015). Despite their difficulties with reading proficiency, adolescents with learning disabilities are often enrolled in general education content classrooms for up to 80% of their school day. Because reading skills taught in elementary school are not sufficient to support struggling readers' engagement with complex, subject-specific texts at higher grade levels, many struggling readers become disengaged in their content classes. Research calls for secondary teachers to implement explicit, evidence-based reading instruction in content subjects (i.e., social studies, science, language arts) throughout the school day and across academic domains to support the development of automatic reading strategies that adolescents can use as lifelong readers. If students with learning disabilities are provided the tools necessary to comprehend content specific grade-level texts, they will be more engaged and motivated to improve their reading and gain disciplinary knowledge. In this article, the authors provide the steps to utilize video as a student self-reflection tool to support collaborative group processes. The authors then describe two examples of collaborative groups involving students with learning disabilities. They end by discussing the relevance of supporting students in collaborative groups through video self-reflection, particularly how it benefits students with learning disabilities.