This study examined the effects of multisensory storytelling facilitated through iPads on the understanding of science concepts related to botany among students with severe intellectual disability (ID). A single-subject, multiple- baseline design was used to evaluate three participants diagnosed with severe ID. During the intervention phase, participants participated in storytelling and interacted with tangible materials, assisted in the planting process, observed their plants' daily growth, and discussed their observations. Participants demonstrated an improved knowledge of botany concepts through an increased number of sentences and words used to describe plants and related processes. Implications for future research and practice are provided.