Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching and learning approaches that have been proven to be effective when working with teens and adults with ID. The purpose of this paper is to provide a very basic and general understanding of the topic and to suggest specific "best practices."