This research study explored the concept of inclusion at the postsecondary education program (PSE) setting through the perspectives of individuals with intellectual and developmental disabilities (IDD) through a qualitative inquiry. Specifically, this study focused on defining inclusive experiences and making recommendations for increased inclusion of individuals with IDD in college settings. The study used qualitative methodology through a collaborative and participatory design to understand inclusion from the perspectives of eight individuals with IDD who participated in a PSE program. Through qualitative conversations and thematic data analyses, the research group developed six key themes to support the definition of inclusion as well as three recommendations for choice to increase inclusive experiences at college. Last, this study included a critical self-inquiry in response to research procedures. This response provided a reflection on the efforts made to confront the traditional research cycle to increase inclusive practices within research alongside individuals with IDD, and reflected on challenges related to power dynamics, acquiescence, and ableism. Implications for practice and future research are reported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]