Texas educational curriculum standards are implemented within all general and special education classrooms. This qualitative phenomenological research study explores the perceptions of 12 high school life school servicing student with an intellectual disability (ID) within a self-contained classroom. This study provides district stakeholders such as administrators, life skills teachers, and families opportunities to better support and understand the instructional needs of students with an intellectual disability. Furthermore, this study will help understand what support life skills teachers to implement effective curriculum for this demographic of students to be successful. The research concerning curriculum for students with an intellectual disability remains unmapped when discussing functional strategies that will foster their independence post-high school graduation. All stakeholders will be able to gain knowledge about the benefits of transition and future planning for students with ID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]