In this dissertation, I present a set of studies that focus on the social networks and personal development of three cohorts of young adults with an Intellectual Disability in a U.S. Department of Education funded program at a public institution in the Southeast United States. A concurrent mixed methods design within a Personal Network Research Design (PNRD) was used in this research. The first study analyzed student networks from students' and parents' perspectives over three timepoints to determine network changes in size, density, and composition. This longitudinal study captured participants' expectations of the program, experiences in the program, and realizations at the end of the program through qualitative data collected that complemented the quantitative data by providing context for understanding networks better. An increase in network size, a decrease in network density, and the formation of clusters made up of family and program ties in students' networks were observed from both perspectives. Uncertainty of what student networks would look like post-program and the need to observe graduates' employment and self-determination outcomes led to the inclusion of a fourth timepoint. The second study observed graduates' network growth, employment outcomes, and self-determination in employment choice a year post-program. Familial supports and work-related ties made up the smaller networks observed, while large networks were fewer and associated with greater socialization opportunities. Parental influence in job-related decision making was also apparent. Additionally, when graduates lack a new or meaningful opportunity to socialize or work, they often fall back on familiar supports. In the third study, I reflect on students' experiences in the program and their families impacted by the disruption of the COVID-19 pandemic, gained through social network analysis (SNA) interviews with students and parents. Students' ability to manage the disruption that led to the transition to a fully online environment spoke of their resilience and ability to use skills developed to navigate change. Parents' observation of students showed increased confidence and pride in their children. Students' ability to use social media and virtual communication tools to maintain connections also provided insights into their ability to sustain virtual social networks. Finally, I provide an overview of lessons learned from the three studies. Social support, such as peer mentorship, has a direct effect and a buffering effect on students' by influencing their behaviors and reducing the difficulties of forming new relationships. Additionally, curriculum changes in job skills development, the use of social media tools and assistive technology, and the development of remote internship opportunities may need some consideration. Most importantly, programs can use SNA data to generate meaningful conversations with families and students on the importance of social networks and its potential to increase social capital, offer suggestions on improving students' networks, and help facilitate such opportunities. [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.]