Problem-solving instruction facilitates children in becoming successful real-world problem solvers. Research that incorporates problem-solving instruction has been limited for students with mild and moderate intellectual disabilities. However, this population of students needs increased opportunities to learn the skills of problem solving. Using a problem-solving strategy, four students with mild and moderate intellectual disabilities were taught to identify problems and possible solutions, identify best solutions, and self-evaluate. A multiple-probe design was used to increase students' skill performances of problem solving. Data suggested that all students learned to identify problems and possible solutions. In addition, students generalized and applied their problem-solving skills during role-play sessions. (Contains 2 tables and 2 figures.)