Promoting student access to the general education curriculum remains a focus of the 2004 reauthorization of the Individuals with Disabilities Education Act. This article examines educational practices that promote such access for students with mild mental retardation, overviews issues pertaining to the implementation of supplementary aids and services to achieve this outcome, introduces a planning process to assist individual educational program teams to better plan for access, and examines extant research pertaining to the degree to which students with mild mental retardation have such access.