The skills learning program for children with mild intellectual disability is focused on skills, one of which is facial care skills using drill and practice methods, the skills in this study already exist but there is no task analysis so it has not been maximized. The purpose of this study is to compile a task analysis using drill and practice methods. The research uses qualitative descriptive methods where the problems studied are in accordance with what is happening in the field, in data collection using observation techniques, interviews, documentation, FGD (Focus Group Disscusion) and validation. The results showed that children with intellectual disabilities were able to attend facial care skills training. Researchers collaborate with teachers to compile task analysis in accordance with children's abilities, aspects compiled in the form of material, methods, media and evaluation. The recommendation in this study is intended for teachers and principals to always use task analysis in order to know in detail the child's ability clearly because with task analysis the teacher can analyze the smallest parts that cannot be done by children.