Algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success yet students with and without disabilities often struggle to develop algebra skills. This study builds on the limited understanding of how virtual manipulatives support students with disabilities in the area of algebra by investigating their use within the virtual-abstract (VA) framework. Using a multiple probe across behaviors, replicated across participant design, researchers found a functional relation between the VA framework and student algebraic learning. Mathematical behaviors based on grade-level curriculum included: one-step equations with positive and negative numbers, two-step equations with positive numbers, and two-step equations with positive and negative numbers. All three seventh-grade students with high-incidence disabilities improved their performance on each of the three algebra behaviors during intervention, and all participants maintained their accuracy after intervention, as compared to baseline to maintenance. Detailed results and their implications for practice are discussed further.