This study is aimed at comparing the effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with mental retardation. Adapted alternating treatment design was used. The outcome shows that both procedures were equally effective in teaching the daily living skills. However, the most-to-least prompt procedure is more efficient than a constant-time delay procedure in terms of total training time, number of trials and training errors. Both strategies are found to have similar effectiveness in maintenance and generalization for daily living skills.