The need for quality evidence in support of strategies used while working with persons with autism and intellectual disability (ID) has been long been recognized by researchers and practitioners. The authors reviewed and applied a number of evidence-based indicators, developed through the "What Works Clearinghouse" (WWC), to the conduct of a retrospective case study of a college instructor's experiences teaching college students with ID. The indicators were applied with the intent of elevating the potential of qualitative research findings to be replicated in similar contexts by other researchers and practitioners. Findings indicated the potential value of single-case studies aligned with quality evidence indicators as a useful technique to expand the evidence-base of disability-related strategies and practices.