Employability skills are important for employment access, success, and excellence, regardless of disability status. Importantly, employability skills are essential to the employment success of individuals with intellectual disabilities. Unfortunately, there are differences between the employability skills valued by employers, and the employability skills taught by educators. A qualitative, embedded multiple-case study design was used to explore how the employability skills taught by retired high school special education teachers who had taught vocation-related skills to students with intellectual disabilities compared to the employability skills valued by supervisors of adolescent and young adults with intellectual disabilities working in non-management positions in fast food restaurants. Retired teachers were chosen because they are the most important agents of their students' employability skills training. Fast food restaurant supervisors were chosen because the food service industry is where many individuals with intellectual disabilities find jobs if employed after exiting high school. Note that many students with intellectual disabilities expressed an interest in working in cafes and fast food restaurants. Purposive sampling was used to select eight participants, including four retired special education teachers and four fast food restaurant supervisors who interacted professionally with adolescents and young adults with intellectual disabilities. Analytic generalizations of these cases confirmed limited literal replications between the four supervisors' cases and between the three teachers' cases, and confirmed limited theoretical replication between the supervisors' and teachers' sets of cases. In addition, although retired teachers no longer retained any potentially embeddable teaching resources, the data triangulation of the supervisor-provided restaurant resources corroborated their perspectives on some of the skills they expressly valued. The findings indicated that there remains a difference between the employability skills valued by supervisors and the employability skills taught by teachers. Finally, the primary recommendation for future research, whether qualitative, quantitative, or mixed-methods, is to include the perspectives of adolescents and young adults with intellectual disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]