Decisions schools make about teaching content fundamentally shape students’ educational experience and their later life. These decisions often take a particular shape for students with intellectual disabilities. Although such decisions for this group are a prime concern in the governing and practice of education, they have gained little attention in research. Research that does investigate teaching content for students with intellectual disabilities often makes a distinction between Life Functional skills (LFS) and Academic Content (AC) and treats these as being quite separate. The study at hand explores the nuances of and relationship between the two through a scoping review, and contributes knowledge on didactical aspects and the how and why of teaching content as depicted in research. Results indicate that research on teaching content entails a complex process of valuing the content in which AC and LFS often overlap. Results also illustrate that students and teachers are absent from the research on teaching content and not included as active participants; researchers’ methods often take precedence over teachers’ and students’ valuing of teaching content or methods.