Starting college can be an exciting time for students. College can also present new challenges, like learning unwritten rules, following unfamiliar procedures, and navigating new environments. Many students, including those with intellectual disability, benefit from explicit campus navigation and acclimation training in their new campus community. This kind of training can help prepare students for campus and community involvement. Learning campus navigation skills can benefit incoming college students, and can generalize to other new environments, resulting in increased independent community access. As part of the Think College Inclusive Higher Education Network's focus on disseminating research and best practices related to improving higher education for students with intellectual disability, the authors reviewed existing peer-reviewed research and found a number of studies that focused on teaching campus navigation. Peer-reviewed research provides useful information for program staff to understand the specific conditions under which navigation teaching strategies may be beneficial. Peer-reviewed research can also offer guidance on how to implement these strategies. Using peer-reviewed research to guide the selection of navigational tools can reduce the risk of implementing unproven or ineffective tools. This Insight Brief summarizes the research findings and gives recommendations for how to use research-based approaches to teach campus navigation.