In my doctoral program, students are immersed in research from the onset. This study was my second-year team study, intended to provide me with experience designing and implementing single case design research. Building on a study from the previous year, I developed an idea to further examine methods for promoting listening comprehension for students with intellectual disability. Most prior research examined methods for teaching students to answer questions. I decided to investigate a method for teaching students with intellectual disability to first ask and then answer questions. This idea developed from research on teaching question asking to students with mild disabilities. Creating adapted texts is sometimes arduous and time intensive. I wondered whether we could train teachers to make existing social studies text books more accessible to this population of students. Finally, I was particularly interested in knowing whether students with intellectual disability could generalize strategies for asking and answering questions to an inclusive environment. Specifically, I examined whether they could work in small groups with fifth-grade peers and work cooperatively on a grade-aligned social studies lesson. This case study describes the process of developing and implementing this study. Additionally, this case study provides a detailed account of the complexities of developing technically adequate single case design methodology, developing materials, training teachers, and promoting generalization. [This content is provided in the format of an e-book.]