The purpose of the present case report was to evaluate the Direct Instruction model, lead, and test (MLT) procedure to teach sight words to a middle school student. Our participant was diagnosed with intellectual disabilities. During baseline our participant’s skills at reading sight words was low. However, once model, lead, and test + a reward was implemented, an increase in student performance was found. The increased performance was more pronounced for the last two sets or groups of words. The use of MLT to teach skills to middle school student was discussed.