This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students' ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were able to generalize purchasing skills to new community settings up to 5 weeks after intervention. Implications for practice and recommendations for future research are described. (Contains 3 tables and 1 figure.)