Federal legislation supports instruction of content areas for all individuals, yet professionals in the field of special education are left trying to find the relevant functional outcomes for science and other content instruction for students with disabilities enrolled in a functional curriculum. Research on effective instruction for students with moderate to severe intellectual disabilities in the sciences is limited. This article provides examples of standards based instruction, utilizing inquiry approaches for students enrolled in a functional curriculum. Inquiry methods for science instruction have been successful in the general education settings. Emerging literature has shown success with students with moderate to severe intellectual disabilities in acquisition of both inquiry skills and content acquisition through the use of inquiry methods. Through inquiry, functional skills and content can promote functional outcomes for students with moderate to severe intellectual disabilities. (Contains 1 table and 2 figures.)