Much research has aimed to improve the knowledge and skills of persons with an intellectual disability for better work and leisure activities, and, more recently, for retirement activities. Instruction typically works much better when it proceeds from an individual's existing concepts but this principle has not been applied much to education of persons with an intellectual disability. Here it was applied to the concepts of work, leisure and retirement. Sixty adults with an intellectual disability were interviewed to determine their existing concepts of these and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of voluntary work and occupation's status. Most had satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little retirement planning. Results suggest some key targets for educational programs designed to improve knowledge in these domains. This general conceptual approach can be usefully applied to teaching other important concepts to persons with an intellectual disability. (Contains 1 table.)