Issues involved in domestic living skills training with severely handicapped students are examined. The importance of verifying subenvironments within the student's home (e.g., to teach operation of a gas stove to a student with a gas stove at home) is emphasized. Instructional emphases are delineated for early childhood, elementary school, middle school, high school, and transitional training levels. The paper concludes with an analysis of ways to make determinations about educational priorities in domestic training. Four aspects of such a determination procedure are covered: (1) an inventory of skills required for specific tasks to be completed by nonhandicapped persons; (2) an observation of the student while he or she is engaging in the activity in the actual environment; (3) an analysis of the performance discrepancies; and (4) an analysis of skills for which there are performance discrepancies. (CL)