It is critical that students possess content knowledge. After all, content knowledge is predictive of reading comprehension among elementary school students [1], middle school students, and high school students [2, 3]. Social studies classes provide a unique opportunity for students with and without learning disabilities (LD) to gain this important content knowledge. Students with LD are frequently included in the general education social studies classrooms [4, 5], and their inclusion poses a unique challenge to teachers. While students with LD benefit from literacy support in social studies in order to develop content knowledge [6], general education social studies teachers view themselves as content area experts and not responsible for literacy instruction [7, 8]. Teacher perception is supported by the types of literacy instruction observed in social studies classrooms, where teachers rarely engage in explicit vocabulary or comprehension instruction [9]. In order for students with LD to meet the demands of upper level content area classrooms, literacy support within the content areas is necessary.