In this article, the authors use scenarios to describe three students with different individual needs related to feeding, as well as other developmental domains. Feeding difficulties affect students in multiple ways and addressing feeding-related skills on IEPs can include grocery shopping, food preparation, and placing food orders in various types of restaurants (fast food, self-serve/buffet, sit-down), rather than teaching the skills needed to prepare and/or consume the food. The authors describe opportunities to embed IEP goals and short-term objectives (STOs) for young children with developmental delays and disabilities (e.g. swallowing issues (dysphagia) and other medically- based feeding difficulties) within the context of mealtimes, with a focus on fine motor skill acquisition rather than on feeding skills, as the goal is to emphasize overall health and safety concerns more so than feeding-related skill acquisition and generalization. Bruns and Thompson provide recommendations and resources for a team approach to the IEP development tool that includes teachers, speech-language pathologists, occupational therapists, nurses, and parents--as they are especially critical in identifying priorities and preferences. The final goal in addressing feeding skills in an IEP reinforces contextual learning and linkages to "real world" outcomes.