The purpose of this experimental study was to examine the effectiveness of the keyword strategy, one of the mnemonic strategies, in learning science concepts for middle school students with specific learning disabilities (SLD) in Türkiye. The participants were 27 middle school students between the 5th and 8th grades receiving supplemental instruction in special education and rehabilitation centers. In addition to the existing supplemental instruction in the centers, the students in the experimental group received science concept instruction based on the keyword strategy. This implementation was carried out once a week for three weeks for each student. The students in the control group followed the regular supplemental instruction in their centers. Data was collected using the science concept measurement tool and the social validity form prepared by the researchers. The data was analyzed via the analysis of variance (ANOVA) test. The results indicated a significant improvement in science concept scores for students in the experimental group from pretest to posttest, and this improvement was retained in the scores of the follow-up test conducted six weeks after the implementation. The social validity findings showed that these students generally expressed positive opinions about the science concept instruction based on the keyword strategy. For future research, studies should compare the performance of typically developing students and students with SLD who receive instruction based on the mnemonic strategies.