Recent laws have set the precedent that curriculums for students with disabilities must be research based. However, specific guidelines to what these curriculums should include have not been decided. How does one know what types of interventions or strategies should be used for individuals with moderate disabilities? The literature cited functional academics, daily-living skills, vocational training, inclusion in the general education setting, and community-based instruction as effective instructional practices. However, in what combination should these instructional practices be used? This action research study was designed to provide insight into the perspectives of teachers, parents, and other education professionals on what types of instructional practices should be included into a curriculum and at what degree of importance.