Augmented reality has the potential to give students a unique experience, including when teaching science subjects. The purpose of this study was to examine the effectiveness of an augmented reality-based intervention in teaching “Solar Systems and Planets” to four students with learning disabilities. The dependent variable was the percentage of the students’ correct answers to the questions about the science unit. The independent variable was the augmented reality-based intervention. A multiple baseline across participants’ designs was used in the study. The results showed a functional relationship between the augmented reality-based intervention and the percentage of correct answers the students gave to the questions. All four students showed significant gains immediately after receiving the intervention and maintained it between one and 5 weeks. Social validity findings also showed that students enjoyed the augmented reality-based intervention and were willing to use it in other subjects.