The purpose of this qualitative case study aimed to explore parents' perceptions of the post-secondary transition experiences of individuals with intellectual disabilities at one postsecondary community program. Schlossberg's (1984) Transition Theory and the 4 S system consisting of situation, self, supports, and strategies was used as a lens for data collection and analysis. This study was conducted at one community-based postsecondary education program in the Central Southwest. Participants were purposefully selected to include parents of individuals with intellectual disabilities who were enrolled full-time in the educational program for at least two to three years. Data collection included interviews with six parents, the program executive director, observations of the program facility, and documents. Data were analyzed and four themes emerged: sense of belonging, life skills, extracurricular participation, and lack of awareness and availability of resources. Counselors and administrators can use this study to improve transition plans and parent communication. This study is important for parents in understanding postsecondary transition experiences. Recommendations for future research include research about school districts implementing transition programs and communication between related service providers such as DRS and families following high school graduation. [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.]