Adults with intellectual disabilities face difficulty seeking employment in the community workforce. Using a single-subject design, this study examined the utility of role playing and self-management strategies to enhance work performance by promoting the social skills of a young woman with Down syndrome working in a community child care setting. Social behaviors taught included: (a) establishing and maintaining eye contact with adults during conversation, (b) waiting to speak until adults finished speaking, and (c) giving appropriate verbal responses to directions, feedback, or criticism. Results indicated moderate-to-large increases in target behaviors during intervention, with these changes maintained for three months following training. The training protocol was effective in teaching r rs which improved work performance. Implications for practice are discussed. (Contains 4 figures.)