Following a sustained increase in the number of inclusive educational experiences in K-12 settings (U.S. Department of Education, 2019), higher education institutions (HEIs) are offering opportunities for students with intellectual and developmental disability (IDD) to engage in inclusive postsecondary education (IPSE; Think College, 2019). Some IPSE offerings provide services that are substantially separate from the courses and services accessed by those students not accessing disability support services; these include specialized programs that are designed for and offered only to students with IDD (Hart, Mele-McCarthy, Pasternack, Zimbrich, & Parker, 2004). Such courses may focus on skill development in areas of need commonly associated with individuals with IDD (e.g., independent living, social skills, vocational skills, self-determination). Although these programs may initially appear to be an effective way to support students with IDD in HEI settings, the lack of engagement with peers without disabilities limits the extent to which these offerings are actually inclusive. Thus, there is an increased emphasis on providing opportunities for students with IDD to enroll in the same courses as their peers (Grigal, Hart, & Weir, 2011; HEOA, 2008). The purpose of this article is to provide recommendations for HEI staff and faculty to increase course accessibility for students with IDD.