This article examines the value of situated learning as an alternative to the traditional college course instructional approach for pre-service teachers. The situated learning mode of teaching immerses students in the actual setting, practicing the skills and concepts emphasized in the curriculum. Through a partnership with a college, community agency and public school, graduate students in the special education program developed and implemented a life skills curriculum for individuals with developmental disabilities, while learning essential principles of delivering instruction. The school aged students who participated in the study were from an urban, racially mixed public school district and they attended the program at the end of their regular school day. Analysis of data from student surveys and focus groups revealed the effectiveness of the situated learning model.