Although the importance of safety skills instruction is well acknowledged and available data suggest individuals with varying disabilities sustain injuries from accidents at a rate that is comparable to or may exceed the normative population, many students do not receive systematic safety skills instruction. Findings on the extent to which students are provided such instruction have been based largely on teacher input and parent input, with little or no input provided by students. The purposes of this investigation were to ask students with intellectual and other disabilities across two states about the safety skills they learned in school and to assign value to each safety skills' content area. In addition, this investigation sought to identify differences in safety beliefs between students with mild disabilities and students with moderate to severe disabilities. Results indicated that both groups valued safety skills instruction, but students with moderate to severe disabilities assigned a higher level of importance to safety than their peers with mild disabilities. Implications for future research are discussed. (Contains 2 tables.)