Teaching a skill within the highly controlled conditions of one setting and promoting the transfer of that skill to a less-structured setting may seem like an unattainable goal. Yet this is the challenge presented by many individualized education program (IEP) IEP objectives that involve generalization of a skill acquired in a resource room to be applied outside of the resource room. In fact, this is a challenge for any learning task where one environment is selected for initial skill acquisition with the expectation that the behavior occurs elsewhere. The ability to generalize skills across settings is essential at all stages of life for nearly every learned skill. Although generalization, or generality as it is sometimes called, is one of the most important outcomes of applied behavioral interventions (Cooper, Heron, & Heward, 2007), it frequently fails to occur naturally following initial intervention efforts. Programming for generalization is perhaps one of the most challenging tasks for behavior interventionists (Hayes, Rincover, & Solnick, 1980) because much of the behavioral process involved with generalization is unknown (Osnes & Lieblein, 2003). Although answers to the question "How does generalization happen?" remain elusive among the research community, increasingly, researchers have demonstrated positive generalization outcomes using strategies similar to those outlined in this article (Swan et al., 2015).