This paper discusses how educators can connect the individualized education programs (IEPs) of students with disabilities to the general education curriculum. It begins by reviewing new provisions in the Individuals with Disabilities Education Act that require a student's IEP to include a statement relative to how the child's disability affects the child's involvement and progress in the general curriculum, and the supports that will be provided for the child to be involved and progress in the general curriculum. The paper then specifies IEP content areas that should be directly connected to the general curriculum, including: current performance, annual goals and objectives, supplementary aids and services, participation with typical peers, participation in state and district-wide tests, transition service needs, and reporting progress. The next section outlines questions to ask when developing an IEP. The questions are intended to provide a decision making process that will assist IEP teams in addressing the connection between the IEP and the general curriculum. These questions address desired outcomes for the student, essential skills and knowledge needed to meet the desired outcome, expectations of the general curriculum, present levels of performance, reasonable goals for the year, participation in assessments, and needs for specialized instruction and supports. (CR)