Adulthood is the longest stage of our lives. On average, we spend around 80% of our lives as adults. Although there is no single example of what a successful adult life looks like, the skills and behavioral competencies needed to increase one’s potential for success in desired areas can be identified, taught, generalized, and maintained as part of one’s adult repertoire. For example, regardless of your career, relationship status, or living arrangement, you will likely need to independently shower, dress, use the bathroom, cook, clean, problem-solve, and self-manage your daily behavior. These are skills that you have been taught since early childhood. They are also interconnected skills that build upon other skills that build upon other skills and so on. Unfortunately, that is generally not the perspective taken when training staff to work with individuals with autism across the lifespan. A likely reason for this is that special education curricula continue to mirror general education curricula in sequence (“X” is taught at “Y” age), if not in scope. This results in, for example, academic/desk work being taught between ages 2 and 11, prevocational skills being taught between ages 12 and 15, and vocational and life skills being taught from ages 16 to 21. Often, this results in an unconnected set of skills that have little relationship to the skills needed in adulthood. In this chapter, the authors argue that effective staff training is likely the best way to address this issue. Effective, in this sense, however, means that staff are trained to focus on targeting the skills necessary to (1) develop longer-term and interconnected visions of which skills each individual will need in adult life, (2) identify how and where (i.e., in what environment) these skills should be taught, and (3) provide each individual with the greatest chance of a life of competence, dignity, and quality as an adult.