College programs for students with intellectual disability are designed to provide the same opportunities that all other students have in college: social inclusion, learning, and participation in classes and campus activities. The living and learning community (LLC) is one type of opportunity commonly offered at institutions of higher education (IHEs) that may have worthwhile benefits for students with intellectual disability. LLCs have long been used to promote the retention, academic achievement, and social belonging of college students (Eidum et al., 2020). This brief details the process, findings, and implications of a scoping review of the scholarly literature on the use of LLCs for students with disabilities in college settings. Since the authors anticipated a relative lack of student participants with disabilities involved in empirical research on LLCs, the team conducted a scoping literature review to map and identify gaps in the current literature base (Munn at al., 2018). They examined the research literature on LLCs to identify salient information about their structure and utility for students with disabilities. Specifically, the authors set out to find the answer to one question: what is the scope and substance of empirical research on the support of college students with disabilities in LLCs?