The purpose of this study was to examine the effects of teaching the Vocabulary Lincing Routine (LINCs) to students with special needs at an elementary school. Three 4th grade students were selected according to their Individual Education Program (IEP) as having a learning disability (LD). Data were collected from different instruments including pre/post-tests, anecdotal notes, and personal journals. Students were taught eight words using the LINCs strategy via three phases of instructors (Cue, Do, and Review) in two 30-minute teaching sessions each week. After the eight words were taught, the students read a storybook that contained these words to increase their comprehension. The results of this study revealed that students' scores increased in their post-test with slight improvement in their reading comprehension. The findings suggested that although LINCs strategy had a positive impact for students with LD in acquiring more vocabulary words and recalling their meanings, there was only limited evidence that students could recognize the words and their definitions while reading a story. The study had some limitations; yet implications for future intervention were discussed.