The purpose of this study is to examine whether or not CBVI is an effective method in teaching students with intellectual disabilities the skills of locating grocery items in classroom settings and whether or not the acquired skills in classroom settings generalize to actual grocery stores. Four high school students with intellectual disabilities participated in the study. A multiple probe design across students was used to investigate the effectiveness of CBVI. A CBVI program containing video footages, photographs, and text was developed and used for teaching the skills to the students. Seventeen steps of locating grocery items were used as dependent variables across all conditions. Results indicate that CBVI is an effective and efficient means for teaching the skills of locating grocery items to students with intellectual disabilities and facilitates these students to generalize the acquired skills to actual grocery stores. All students acquired the skills during the CBVI intervention condition and generalized the skill to a grocery store depicted in the CBVI program and to a grocery store did not depicted in the CBVI program. Limitations and suggestions for future research were discussed.