<p>Employment is essential for individuals with intellectual disabilities to achieve financial independence, improve their quality of life, and integrate into society. Effectively preparing them for employment has become a major challenge. In China, vocational education for individuals with intellectual disabilities largely follows training models designed for neurotypical individuals. These models often overlook the unique cognitive needs of this population, resulting in a low employment rate (less than 5%) and poor job performance. Reber’s research on artificial grammar and implicit learning suggests that individuals with intellectual disabilities retain the capacity for implicit learning. Based on implicit learning theory, this study simplifies instructional elements by reducing explicit cognitive load and highlighting task-inherent rules. For example, the car body is abstracted into labeled sections on a whiteboard, and visual cues emphasize the correct sequence of actions. These strategies aim to help individuals with intellectual disabilities acquire car-washing skills through automatic, implicit learning. A multiple-baseline single-subject design was used to evaluate the effectiveness of this approach in four participants with intellectual disabilities. The independent variable was the sequence of visual prompts on the whiteboard. Dependent variables included cleaning accuracy per unit area and task completion time. Results showed a significant improvement in car-washing skills among all participants. Three participants demonstrated consistent and generalized improvement, while one showed weaker retention of skills. The findings support the effectiveness of vocational training programs grounded in implicit learning theory. Simplifying tasks to emphasize core procedural rules significantly increased success rates and offers valuable insights for designing other vocational training programs.</p>