This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks. (Contains 2 figures.)