An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.