Students with an intellectual disability are increasingly attending inclusive postsecondary education programs (IPSEs) to equip them to thrive in adult-life environments. Students within these programs receive support in various areas, such as academics, employment, social engagement, personal development, and independent living. While It is well known that college students encounter new and unique stressful situations during their time on campus, many students do not have the strategies to handle these challenges. Stress can be caused by many circumstances and can be handled differently depending on the student and the situation. The purpose of this study was to examine IPSE professionals' perceptions of the most significant and persistent stressful situations encountered by students participating in IPSE programs. The findings gleaned from this study offer four interrelated themes, all of which are related to relationships and communication. These findings along with implications for practice are discussed.