This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general curriculum science standards, but also building self-determination skills when applying inquiry problem-solving skills to functional daily applications. A multiple probe across students design was used to establish a functional relationship between the percent of inquiry problem-solving steps performed independently and the use of self-monitoring checklists during traditional and functional-based science activities. Results indicated that following intervention students increased their autonomy in completing inquiry problemsolving activities linked to science content. In addition, students were able to successfully generalize these skills when presented with novel problem-solving tasks related to daily living situations.