Students with extensive support needs benefit from the specified curriculum and instructional strategies when acquiring functional life skills (Heward, 2019). Achieving greater independence with life skills plays a role in learners’ overall well-being and access to opportunities (Carter et al., 2017) Life skills curriculum development begins with the identification and selection of meaningful, individualized goals through assessment. Assessment of the individual’s current skill levels, support needs, environment, goals, and preferences is paramount to individuals successfully acquiring, maintaining, and generalizing the life skills needed for them to be successful in their postsecondary endeavors. Practitioners then can target these goals using evidence-based instructional practices selected through careful consideration of a student’s strengths, environment, and future goals. This chapter provides a summary of assessment methods for creating an individualized functional curriculum and discusses different instructional practices and how they can be utilized to teach life skills.