Background: This study aimed to be the first to assess the effectiveness of teaching a particular peer revision strategy (POW + WWW, What = 2, How = 2 + RPRS), on the story-writing abilities of students with intellectual disabilities (ID) and their non-disabled peers. Method: A multiple-probe technique was used. Participants included three students with mild ID and 61 non-disabled peers enrolled in inclusive classrooms. The instruction for all subjects occurred in the classroom. Maintenance probes were conducted for 3-19 weeks after the study. Results: The length, elements, and quality of all participants' stories improved. Students maintained the skills acquired and transferred them to personal narrative-writing. Participants' feedback confirmed that they found the strategy effective. Conclusion: The strategies improved the writing skills of both students with ID and their non-disabled peers. This significant finding indicated that students with ID can benefit from strategy instruction for skillsets with complex cognitive processes, such as writing.