Teaching individuals with intellectual handicap fire-safety skills equips them with the necessary competencies to live a safer life-style in the community. This study, adapted from Jones et al (1981), aimed to trained four moderately intellectually handicapped individuals fire escape procedures. A training video was made using four hypothetical fire emergency situations based on detailed task analysis. Video prompting was chosen as the training method, in which each step of the task was demonstrated on a video player and followed by an opportunity to perform the step. The training was evaluated by a multiple baseline design across subjects. Maintenance and transfer of training (generalisation) to two settings were measured. Social validation and the acceptability of the programme was also examined. Training, carried out in a bedroom at a New Zealand Society for the Intellectually Handicapped (IHC) community home, showed a high level of mastery of skills by all subjects across acquisition and transfer of training. Gains were maintained at a post-check assessment 5 weeks after training had been terminated. Implications for future research efforts in the area of assessing and developing emergency response skills in community setting were discussed.