College-based transition services are a model of transition services offered in college or university settings for students with intellectual and developmental disabilities (IDD) who receive transition services after age 18. This method of transition service has existed in some form for over three decades. However, little guidance is available on the composition or structure of these college-based transition programs. We conducted a Delphi study with a group of national experts to identify and confirm the essential key components and activities of providing inclusive, college-based transition services. The study identified eight components, including 1) community-based transition services; 2) student's self-determination and self-advocacy; 3) family engagement and partnerships; 4) advising, course of study, and enrollment; 5) student support for college success; 6) staff development; 7) integrated paid employment; and 8) evaluation. We provide implications for research and practice.