At a special education school in Tanzania, children learn in natural settings using a functional curriculum that has been adapted to their local context. Children with developmental disabilities are supported in learning the skills and knowledge they need to participate in their families and the community. The school utilized funds of knowledge (Gonzalez, Moll, and Amanti, 2005) and cooperation between parents, teachers, and community members to design an appropriate curriculum. During an ethnographic case study, I observed how students with developmental disabilities could learn vocational and daily life skills in a natural environment at their school and successfully transfer those skills to multiple settings in their community. These strategies could be utilized in other countries, including the United States, in the same manner to support students with disabilities to learn the skills they need for home, school, and job success. (Contains 2 tables and 1 figure.)