The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for Exceptional Children (CEC) quality indicators for evidence-based practices for special education. Results indicated that two studies met the criteria for high-quality or acceptable research based on absolute coding, whereas nine studies met the standards for an evidence-based practice based on weighted coding. Implications for future research and practice are discussed.