Purpose: This study explored the acceptability and practicality of implementing a Direct Skills Teaching (DST) approach to increase job interview preparation for individuals who were receiving state vocational rehabilitation (VR) services in four states. Method: Counselors-in-training facilitated a four-session curriculum teaching "Presenting Qualifications" during job interviews to 137 individuals in 25 groups settings. Pre- and post-group 10-item questionnaires of skill acquisition, and a post-group satisfaction survey with open-ended questions were administered. Descriptive statistics and a nonparametric Wilcoxon signed rank test were used for data analyses. Results: All 10 items of the pre- and post-group questionnaire comparisons yielded significant improvement in the skill of "Presenting Qualifications" after group intervention. The satisfaction survey also indicated the positive experiences of participants. Conclusions: The findings demonstrate the feasibility of a structured DST curriculum in teaching job interview skills to people with disabilities (including transition age youth) served by state VR agencies.