Post-school outcomes in the areas of health, safety, and independent living are poor among students with low incidence disabilities who have complex communication needs. This study examined the comparative effects of print vs. digital technology instruction on participants’ cumulative accuracy of answering WH (who, what, where) functional community knowledge comprehension questions as measured by the percentage of participants’ on-task behavior during print and digital technology instructional sessions with four high school aged students with low incidence disabilities and autism. Using a single-case research, alternating treatments design, participants received instruction using a model-lead-test instructional procedure with color-coded vocabulary words, graphic organizers, and adapted stories following a Fitzgerald Key Format under both print and digital technology instructional conditions. Participants were also explicitly taught, using model-lead-test, how to create three-word sentences using color coded core vocabulary words from each adapted story and graphic organizers following the Fitzgerald Key Format to delineate parts of speech in order to promote comprehension and expressive communication. Results indicated improvement in comprehension for all participants in response to the intervention package. Participants’ percentage of time on-task was higher during print instruction compared to digital instructional conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.