Adults with intellectual disability (ID) often have challenges when accessing written text. One promising way to address this is through the use of assistive technology (AT) in the form of text to speech (TTS) software to allow individuals to read aurally, bypassing visual decoding weaknesses. However, little information is available on how to promote effective use of TTS. This study evaluated the efficacy of an instruction program to teach students with ID enrolled in a postsecondary education program to use the TTS tool Snap&Read (Don Johnston Inc., 2016). Results indicated that direct instruction is a promising practice to facilitate AT acquisition, yet further research is needed to better understand the impact TTS readers have on reading proficiency and comprehension.