Sight-word instruction can improve functioning with various daily, recreational, and work-related tasks among children with moderate to severe disabilities. Previous research has demonstrated the effectiveness of drill methods to teach sight words if the model contains at least 50% known items, which would also increase the number of opportunities to respond (OTR) to the target item. The current study taught five sight words each day to a child diagnosed as moderately mentally retarded using high OTR and moderate OTR conditions and a drill ratio of 10% unknown to 90% known. Results suggested that the high OTR condition led to better retention than the moderate OTR despite containing an equal ratio of unknown to known items between them. Implications for practicing school psychologists and future research are included.