The purpose of this study was to contribute to the body of research investigating the effects of the Transition to Literacy (T2L) software on participant’s acquisition of literacy skills. The T2L software, which includes speech output and dynamic text in response to dynamic stimuli, was accessed through the Scene and Heard Pro application by participants with complex communication needs. Previous research in which T2L was implemented by trained researchers demonstrated the features’ effectiveness in improving early word reading skills. Previous to the study, participants were determined to have minimal access to literacy learning opportunities.  The study implemented a single-case multiple baseline design across two participants. During intervention, the T2L feature was embedded into engaging activities and implemented  by school-based professionals to target previously unacquired literacy skills. Interventions were individualized to each participant’s target skills based on review of educational documentation and consultation with educational staff. Participants’ interests and preferred activities were considered in creating intervention materials in effort to increase engagement in literacy-learning opportunities. The study also sought to determine if participants showed engagement in literacy-learning opportunities when presented through the T2L features on the Scene and Heard application. Participants were probed by researchers following use of the T2L application to evaluate learning of targeted skills. Researchers assessed participant's knowledge of targets as well as novel words and sounds.  The long term goal of the study is to measure the effectiveness of the T2L features in supporting the development of early literacy skills in students with complex communication needs.