Individuals with intellectual disabilities are underemployed when compared to their non-disabled peers. This employment gap has major implications for teachers working with students with moderate to severe intellectual disabilities. The federal government has mandated that educators work to increase beneficial post-school outcomes, including employment, for students with moderate to severe intellectual disabilities through a series of laws. Social skills ability has been linked to employment success. The appropriate use of social skills has been shown to increase employment success and opportunities for students with moderate to severe intellectual disabilities. A curriculum focused on social skills education, including but not limited to vocational social skills, will increase the ability to gain and keep employment for students with moderate to severe intellectual disabilities. This dissertation articulates the reasons for the creation of a social skills curriculum with the intention of increasing the employability of students with moderate to severe intellectual disabilities. It also puts forth a curriculum intended to increase social skills and vocational skills for that population as well as anyone looking to increase those skill competencies. The curriculum presented uses video direct instruction, modeling, and role-playing to increase social and vocational skills competences, enhance communication skills, and ensure the use of reflective practices for continual success. Recommendations for the use of the curriculum presented range from parents, teachers, programs, vocational services, and other interested individuals. [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.]