On the last day of school in June 2002, the author received her class list for the following year: five girls ranging in age from 12 to 15 years old. Their disabilities included retinopathy of prematurity, encephalitis, Laurence-Moon-Biedl syndrome, cerebral palsy, dyslexia, hearing impairment, cortical visual impairment, and significant developmental delays. Reading over the goals listed in their Individualized Education Plans (IEP), she saw that they all had goals in most of the functional areas. They needed to learn to dial a telephone, label items in Braille and read the labels, sequence time for daily schedules, follow 2- and 3-step instructions, tie shoes, identify coins and fold bills, pour drinks and cut soft foods, demonstrate basic computer skills, write their signature, hold appropriate conversations with adults and peers, make shopping lists, and use customer service assistance at a grocery store. Over the summer, she thought about how to teach those skills in a way that would motivate the students to participate willingly in learning them. Her solution was to have the students make something that they could sell to the public. In this article, the author describes a functional academics project wherein her students experienced selling snack items to staff on their breaks. An unexpected benefit of teaching skills in this functional manner was the discovery that as students attained some level of independence their underdeveloped skills became apparent.