A mixed-methods approach to Social Network Analysis was used to track the network growth of students with an Intellectual Disability in a postsecondary program from students' and parents' perspectives. Although there was an increase in network size and a shift from family-centered networks to more peer-centered networks, there was a decrease in density as participants formed distinct clusters in their networks. This difference indicates that network characteristics vary geographically based on opportunities available locally. This study revealed individual and programmatic implications for helping students develop their social networks to increase social capital and improve employment outcomes.