An experimental design was used to evaluate the effects of a classroom-based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one-dollar-more purchasing strategy. The experimental group students (n = 12) completed the intervention first,and the control group participants (n = 9) did not receive the intervention until experimental procedures ceased. The intervention included eight intervention sessions. Each session included researcher-led, small-group instruction designed to enhance acquisition of the one-dollar-more strategy, followed by response card learning trials designed to enhance skill development. The response card trials contained different price points that reflected common items available for purchase in community retail settings. Results showed significant improvement in the experimental group's ability to provide the correct amount of dollar bill across 20 purchase prices up to $39 within 10 s. No significant changes were observed in the control group. However, individual analysis showed that some students who received the intervention did not show socially valid improvements. Also, group data suggest that most of the improvement may have occurred after three intervention sessions. Although our group data showed increases in purchasing skill acquisition (accuracy), fluency (within 10 s), and generalization (different values), discussion focuses on future research designed to enhance the efficacy of this intervention across all students and to assess for generalization to natural settings.