This study aims to determine whether or not teachers working with children with developmental disabilities use daily routines, transitions and, planned play activities that are among the basic elements of Activity-Based Intervention (ABI) into instruction. The study also investigates how the teachers implement instructional procedures in order to teach target skills and concepts to their students if they use these activities into instruction. Semi-structured interviews were conducted with participants, and data were analyzed via inductive analysis technique in the study. At the end of analyses, three main themes and sub-themes were identified. Findings of the study showed that teachers have limitations in using ABI strategies systematically in their classes. In spite of these limitations they deliver positive opinions regarding ABI applications. Offering ABI strategies as an alternative instruction to teachers working with students with developmental disabilities and improving their competence to conduct these strategies may contribute both to increase in successful practices and occur a positive atmosphere in the classroom settings.