Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18-21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild-moderate intellectual and developmental disabilities (IDD) benefit from adaptive-skills programs and curricula. School psychologists, special educators, and school-based interventionists are in a unique position to provide adaptive skill services and tier-3 interventions that are evidence-based, innovative, and serve the most vulnerable students. This manuscript utilizes a sign-case design to test the use of virtual reality (VR) as an individualized intervention and teaching modality to a student in a center-based high school program with IDD. Results yield promising findings, indicating those with IDD may master VR as a tool, learn new skills with VR programming, and generalize those skills to real-world settings. Further, VR offers unique benefits that can shape the way school interventionists view technology and how innovative practices can be used for students with IDD.