The problem to be addressed in this study was most special education high school teachers are not adequately teaching job transferable skills to students with intellectual disabilities in American. The purpose of this exploratory case study was to investigate the beliefs of special education high school teachers within a rural Colorado school district to identify training strategies to ensure that teachers provide job transferable skills to students' intellectual disabilities. The research methodology was qualitative and the design was an exploratory case study. Social disability theory provided theoretical framework to explore the beliefs of participants. The research questions were: RQ1: What are the beliefs of special education high school teachers regarding teaching job transferable skills to students with intellectual disabilities in a rural Colorado school district? RQ2: What do special education high school teachers describe as best practices for teaching job-related skills to students with intellectual disabilities? RQ3: What is the experience of special education high school teachers who provide job-transferrable skills to students with intellectual disabilities? Eight special education high school teachers who have taught job transferable skills to students with intellectual disabilities participated in interviews and four of these teachers participated in a focus group. The data was coded using NVivo software and analyzed using reflexive thematic analysis resulting in three themes for RQ1, three themes for RQ2, and three themes for RQ3. Study findings indicated that while teaching job transferable skills is more important for students with intellectual disabilities who are not able to generalize these skills easily, limited time and resources, lack of training, and lack of community access hinder teachers from teaching these skills. Recommendations include that special education teachers receive professional development training on how to teach job transferable skills and that community involvement to generalize job transferable skills be a priority for students with intellectual disabilities. [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.]