The ability for students with visual impairments to perform independent living skills is essential for the successful transition from youth to adulthood. Although independent living skills are required to be taught by the teacher of students with visual impairments (TVI) in the expanded core curriculum (ECC), many of these skills are introduced as splinter skills, leaving gaps in learning (Hatlen, 1996). The independent living skills component of the ECC may require the TVI to collaborate with other vision professionals, such as vision rehabilitation therapists (VRTs), who have specific training in teaching these skills. This article calls for the inclusion of the VRT as an integral part of the individualized education program (IEP) team and related services to fill in the gaps in this instructional area.