The rapid growth of inclusive higher education opportunities for young adults with intellectual and developmental disabilities (IDD) has contributed to improvements in students' academics, employment, social, and independent living outcomes. However, many college programs lack a focus on functional literacy, a critical skill for success in adulthood. This study evaluated whether a functional literacy intervention was associated with an increase in the percentage of reading comprehension strategies implemented accurately for college students with IDD. A multiple probe across functional literacy stimuli (e.g., academic assignments, employment emails, social text messages) was replicated across four students. Results indicated an association between the intervention and percentage of strategies implemented accurately. Suggestions for future research and implications for practice are provided.