As more institutions of higher education offer comprehensive transition and postsecondary programs for students with intellectual disabilities, a systematic process for strategically planning their postsecondary programs is needed. Guiding principles and an organizational taxonomy are available for program development. However, a mechanism that combines existing literature and research to specifically address program development for students with intellectual disabilities is missing. A nominal group technique approach identified strategies and practices to frame existing categories from a well-researched postsecondary taxonomy. How those categories were incorporated into a planning tool used to assist institutions in developing comprehensive transition and postsecondary programs is presented.