Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design to determine the functional relation between the use of varied technology-based interventions (i.e., a virtual manipulative [VM], a technology-based graphic organizer [TBGO], and a combination of both [VM+TBGO]) and student accuracy in solving pro-portion word problems. Additional dependent variables included student independence and duration. Three high school students with MLD solved proportion word problems without assistance in the baseline phase and then randomly alternated between the three treatments during intervention. Overall, student accuracy and independence in-creased, and the time required to solve word problems decreased. All students preferred using technology to solve word problems and the VM+TBGO. Limitations, implications for practice, and suggestions for future research are discussed.