This paper describes the activities and outcomes of LATCH-ON (Literacy and Technology-Hands On), a literacy program for young adults with Down Syndrome based at the University of Queensland in Australia. The program's aims are to support literacy as a desirable and valued aspect in the students' quality of life through developing communication in written, oral, and visual mediums, and to foster wider friendships via literacy and technology. To achieve these aims, traditional approaches to literacy teaching are linked to computer-based learning and Internet training. A meaningful learning environment has been established at LATCH-ON through three key approaches: activities are real-life or life-like, there are genuine outcomes and real audiences for the students' work, and teaching and learning activities are shaped to the students' purposes. Finally, the program uses teaching strategies that incorporate multiple pedagogies. The program has resulted in 21 young adults participating in the program with six graduating after completing two years. Participants have been unanimous about their feelings of belonging fostered by the program. The students felt that they were accepted for who they were and perceived that LATCH-ON provided an environment where they could establish and maintain strong friendships. (CR)