The college experience described in this paper created normative opportunities for exploration and development on a university campus for students with intellectual disabilities (ID). This project was one of 27 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstrations to receive a five-year grant in 2010 from the Office of Postsecondary Education (U.S. Department of Education). The purpose of this article is to describe the process for meeting criteria for TPSID funding and subsequent university approval. Major topics addressed were the design features that supported the achievement of academic, career, and independent living goals. Through an experience that matched that of degree-seeking students and met requirements of a Comprehensive Transition Postsecondary (CTP) Program, project implementation resolved sustainability issues and university program approval was achieved. In other words, the history of project implementation and policy development was provided with an assessment of the degree and manner with which TPSID grant goals and university approval were met. One implication was the illustration of the integration of policy and research at all levels of the university to inform practice. This program description provides a structured framework for programs pursuing sustainability and institutional commitment.