This article reports a preliminary study on the Geosciences in Middle School, which was a career education program in the Southeastern U.S focusing on science based on Super's (1990) theory. The students (n = 80) were found to improve their interests in studying science, increase science knowledge, skills and awareness and highly satisfied with the program. Implications on career education programs in middle schools and research as well as limitations of the study were discussed.

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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.