Disparities in academic science performance remain for diverse learners, including students with learning disabilities and English learners. Educational technology offers the potential to support diverse learners by taking into account their specific needs and unique strengths. This paper reports on third-year results of a 3-year randomized controlled trial investigating the impact of using an evidence-based online science unit with eighth-grade students in inclusive classrooms. Results indicate that the unit significantly improved content-specific knowledge in physical science for general education students, students with learning disabilities, and English learners. This study provides support for utilizing educational technology to improve science learning outcomes for diverse learners, helping to make public education more equitable for all.