The ecological-based programming approach places emphasis on teaching skills selected based on the interaction between individuals and environments. Those skills preferred by peers, parent, community, and institution are selected as targeted skills in a program. The use of this approach is believed to be an effective method in teaching critical skills for the facilitation of including individuals with disabilities in regular environment. The purpose of this study was to evaluate the effect of an ecological-based program on teaching young adults with cognitive impairment soccer skills. A pretest-posttest two-group experimental design was used. Participants in the experimental group (6 females, 5 males; age from 17 to 26 years old) were trained soccer skills using the ecological program, in which 3 task-analyzed skills (kick, trap, and dribble) were taught with two 60-min training sessions per week for 10 weeks. Participants in the control group (5 females, 4 males; age from 18 to 25 years old) were involved in activities using upper-body parts only without soccer skill training. Each participant in both groups was measured based on the task analysis of each skill during the first session (pretest) and the last session (posttest). A 2 (group) x 2 (test) analysis of repeated measures design involving multiple dependent variables (kick, trap, and dribble) was employed to analyze the overall difference between groups over tests on dependent variables. Follow-up univariate tests, 2 (group) x 2 (test) analyses of repeated measures designs involving a single dependent variable only, were then computed after a significant difference was found on the overall test. Result of the overall test revealed a significant difference between groups over tests on dependent variables, LRATIO(3, 16) = 27.62, p < .01, Eta2 = .84, indicating that both groups differed on their performances over tests on at least one of the dependent variables. Results of the follow-up univariate tests revealed significant differences between groups over tests on kick (F[1, 18] = 25.48, p < .01, Eta2 = .59), trap (F[1, 18] = 25.38, p < .01, Eta2 = .59), and dribble (F[1, 18] = 18.61, p < .01, Eta2 = .51), indicating that the two groups changes at different rates over tests on skills. Specifically, the experimental group increased performance significantly, while the control group did not have any significant changes. These results showed that the ecological-based program used in a university laboratory was effective in teaching young adults with mild cognitive impairment three basic soccer skills.