Background: Research has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's "Community Interaction Theory", this study sets out to explore how education providers understand and implement alumni networks and how these networks can be adapted to enhance career and life course aspirations for people with learning disabilities. Methods: The data collection process was part of a larger, innovative project that set out to address the issue of inclusion in the labour market for people with learning disabilities. Six education providers participated in focus groups. In one special educational needs college two students with learning disabilities also participated. Participants were asked about what alumni means to them, their experiences of engaging alumni and what impact an inclusive alumni network could have on their educational setting. Findings: The findings show that participants are aware of the importance of creating an inclusive alumni network and recognised the benefits it could bring to their institute and their learners with learning disabilities, but any signs of an alumni network were yet to be implemented. Conclusion: This research contributes to data and debate on the relationship between social inclusion and education for people with learning disabilities. The research demonstrates the impact that an inclusive alumni network could have for young people with learning disabilities and how it could promote confidence and aspirations not only in the young people themselves but the whole community with whom they interact. It initiates a discussion about the importance of an inclusive alumni network in education to further support people with learning disabilities to take part in society and be reciprocally active in its spaces.