The purpose of this study was to examine the effects of utilizing explicit instruction, point-of-view video modeling, and augmented reality technology to teach mathematics to students with disabilities. A multiple probe single-case research design was used. Three students with Learning Disabilities (LD) who were receiving special education services in mathematics participated in the study. The results were analyzed using visual analysis of trend, level, and variability and demonstrated a functional relation between the intervention and the students' performance on three rational number mathematics skills. Maintenance and generalization of the rational number skills were measured with variable findings. The intervention was determined to be socially valid by the participants and teachers.