This investigation used a multiple-probe-across-participants design to examine the effects of using a simultaneous prompting procedure to teach four secondary students with mild intellectual disabilities the employment task of caring for plants in a greenhouse. The instructor also embedded photosynthesis science content as nontargeted information within instructional trials on the task analysis. Following the intervention, all four participants achieved criterion on the employment task and increased their knowledge of core science content. Maintenance data indicated students retained both skills for up to 8 weeks following intervention. Implications for practice and suggestions for research are discussed.