The purpose of this literature review was to synthesize recent research (2009-2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors analyzed the evidence base of the instructional practices to teach science content and science practices to students with intellectual disability and intellectual disability/autism. Unlike previous literature reviews in which the focus has been on teaching science content, authors contribute to the literature on teaching science to this population by determining the evidence for teaching the "science practices" (e.g., asking questions, communicating findings). Resulting analysis was used to offer research-based recommendations for providing quality science instruction to students with intellectual disability and intellectual disability/autism. We conclude with limitations and possibilities for future research.