Science includes a multitude of specialized terms that are not consistently taught using effective practices. Often, students with disabilities rely on ineffective strategies in order to memorize word definitions, which inhibits their science achievement. Using a counter-balanced design, we tested whether having access to multimedia videos that incorporate evidence-based practices would influence participating students' scores on vocabulary assessments. Additionally, we investigated whether the number of video views by students predicted assessment scores. Results from this study demonstrated positive science assessment outcomes when students have access to the multimedia videos. Overall, a greater number of video views predicted better student assessment outcomes. Implications for multimedia video use and future research are discussed.