Inclusive Post-Secondary Education Programs (IPSE) have emerged as opportunities for young adults with intellectual and developmental disabilities to experience college life and prepare for independent living and integrated employment. However, to date there is no standard definition for what defines a successful IPSE experience. This manuscript will provide a framework on how programs can conceptualize success for their students, grounded in Student Development Theory and Social Role Valorization. Using this framework as a guide, IPSE stakeholders can ensure the experience is valuable for each participant to develop a unique identity and purpose, while establishing meaningful reciprocal relationships.