Background: Improving students' academic performance is a critical component of classroom learning. This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability. Method: An ABAB reversal design was used to demonstrate the effectiveness of response cards on academic responding, opportunities to respond, and correct responses of students with mild intellectual disability. The participants included were 4 students with mild intellectual disability. Results: A preprinted response card strategy is effective in increasing academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability. All participants improved their target behaviours. Conclusions: A preprinted response card strategy can be used to improve academic behaviours of students. However, future studies needed to determine the effects on academic behaviours of older students with intellectual disability.