Team-based design courses focused on products for people with disabilities have become relatively common, in part because of training grants such as the NSF Research to Aid Persons with Disabilities (RAPD, now GARDE) engineering design course grants. An output from these courses is an annual description of courses and projects. While this could be extremely helpful for instructors, it has yet to be complied into a best practices guide. To meet this need, we conducted a study to generate best practices for AT product development courses and how to use these courses to teach students the fundamentals of innovation. We accomplished this by combining information we found through a literature review with information we gained from an assessment of an ongoing course we run at the University of Pittsburgh.