The purpose of this study was to determine effectiveness of a problem-solving curriculum for transition-age students with mental retardation. The interactive training program Solving Your Problems (Browning, n.d.) was used to teach a five-step process for solving problems. Results indicate participants in the training group were able to use the five-step problem solving process to solve problem situations. Additionally, members of the training group scored higher than those in the control group on a problem-solving curriculum measure and were able to generate more alternative solutions to novel problem situations. There was some evidence of generalization of the five-step process to novel problem situations. Participant feedback on training was positive. (Contains 4 tables.)