Scores derived from intelligence instruments predict many important outcomes in life, so it is not surprising that researchers and clinicians seek out interventions aimed at increasing these scores. Dixon et al. (J Behav Educ, 2019. https://bibliotheek.ehb.be:2102/10.1007/s10864-019-09344-7) recently investigated the relation between instruction based on relational frame theory programming and intelligence and found resulted in addition gains. Nonetheless, there are some conceptual and methodological concerns with Dixon and colleagues' study that makes the interpretation of their findings unclear. In this commentary, we address some of these concerns and re-analyze Dixon and colleagues' data. We conclude that while their intervention may have potential, more investigation is needed to support the claim that it can increase intelligence. [For Dixon et al.'s "Randomized Controlled Trial Evaluation of ABA Content on IQ Gains in Children with Autism," see EJ1307558.]