The present study evaluated the effects of online training on pre-service teachers' case application of the visual schedules strategy ("CHECK") to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Results indicated that the self-paced online training was effective in increasing pre-service general education teachers' case application of the visual schedules strategy. However, the results also indicated that participants did not apply all of the steps of the strategy, especially those steps of using visual schedules. In addition, participants agreed that the online module was socially acceptable and beneficial. The results are discussed from a perspective of training effect and social validity. Limitations and implications for future research are also discussed. [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.]