More individuals with disabilities (IWD) are accessing higher education than ever before. Although more students with intellectual disabilities (ID) are attending college, there is a large discrepancy among the types of programming offered. The purpose of this qualitative study was to explore student experiences in post-secondary education (PSE) programs for students with ID. It aimed to provide higher education leaders with first person information on the student experience as well as what is needed for them to experience success and satisfaction. Information on specific programming and participant experiences was compiled through questionnaires and interviews with 10 students completing or exiting programs that are specifically for students with ID. The design used was the thematic data analysis method that focused on identifying themes based on participant responses. The problem this study addressed is the absence of programming in colleges and universities that identify critical success and satisfaction factors in programs for students with ID from the student's perspective. Research questions included: (a) What do higher education students with ID say they need in order to succeed?; (b) What do higher education students with ID say they need in order to be satisfied with their experience? The findings showed that participants felt that more should be done to include individuals with ID in program planning and revision. They also communicated the need for PSE programs to focus on life skills, vocational training, and overall practical instruction. [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.]