This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and included four conditions of baseline, SLs, scripted lessons plus guided notes (SLs + GNs), and maintenance. Results showed a change in level from baseline to the SLs condition for all three participants and additional slight improvement in scores during the SLs + GNs condition for two participants. Furthermore, acquisition of science content was maintained over time for all participants. Implications for research and practice are discussed.