A two-semester modified Spanish sequence was designed to address the needs of college students with language-based learning disabilities. This course featured reduced scope, an emphasis on tactile activities, metacognitive strategies, and adaptations to the presentation and practice of material. Performances on fall and spring semester-end essays were examined to determine whether differences in written performance would be found between students in the modified (n = 30) versus nonmodified sections (n = 213). Results showed no statistically significant differences in either fall or spring written performance scores between the two groups. A significant decline in performance was found between the fall and spring semesters for the modified section. This article details the methodologies used to teach vocabulary, grammar, and writing to this population of students. (Contains 1 table and 8 notes.)