A multiple probe across participants design was used to examine the effects of a culturally relevant peer-delivered computer-assisted vocabulary instruction on the academic vocabulary acquisition and generalization of Latino English learners with disabilities. In addition, a simultaneous treatment design was used to compare generalization of vocabulary acquisition on culturally relevant and non-culturally relevant grade level passages. Six elementary aged Latino students with learning disabilities participated in this study. Using a reciprocal peer tutoring format, each participant was trained and served as both tutor and tutee during the intervention phase of this study. The vocabulary intervention consisted of 12 lessons across six instructional units of 10 words taught during each instructional session. During each lesson, the tutor used Microsoft PowerPoint® presentation program to deliver the instruction by following a script on each slide. Each lesson followed the same instructional format using explicit instruction (i.e., model-test procedure with immediate feedback), visual representations of vocabulary, a graphic organizer, and audio supports. The primary dependent variable was the number of correct responses measured on a 10-item vocabulary test assessing the academic vocabulary words taught after each instructional session. Additionally, this study also examined (a) the participants' ability to generalize learned vocabulary in isolation to grade-level connected text, (b) differences between the numbers of correct responses on culturally relevant passages compared to correct responses on non-culturally relevant passages, and (c) stakeholder perceptions of the intervention. Results of this study showed that there was a functional relation for both academic vocabulary knowledge and passage generalization. Cumulative data showed that all participants made slightly more correct responses on the culturally relevant passages than on the non-culturally relevant passages. All six participants demonstrated an ability to increase academic vocabulary knowledge, generalize knowledge using grade-level passages, and, to a lesser extent, maintain learned vocabulary at the end of an 8-week maintenance phase. Results of the social validity consumer satisfaction questionnaires showed positive reporting from the participants, teachers, and family members.