Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.