This paper analyzed 10 commercially available functional curriculum models designed for secondary students with mild-to-moderate mental impairment. The models were examined with respect to the inclusion of functional curriculum components, the domains and subdomains of adulthood, the materials identified by the model to be used to deliver the curriculum, and the incorporation of best practices for teaching. Results indicate that none of the models reviewed adequately addressed the needs of this population for learning in terms of providing a functional curriculum. Overall, the analysis suggests that more appropriate curriculum models need to be developed, such as one that is designed to be balanced, comprehensive, and coherent for secondary students with mild mental impairment. In addition, more research is needed on functional curricula, including the components of this approach. (Contains 3 tables and 1 figure.)