We examined differences in the social networks, social supports, and college-related anxiety and distress between 42 college students in a traditional degree-seeking (TDS) program and an inclusive postsecondary education (IPSE) program at the same campus. Our findings revealed that IPSE students had smaller, denser social networks predominantly made up of family members. Despite these differences in network structure, anxiety levels, locus of control scores, and perceived distress related to academic, social, and daily living domains were similar across both groups. These results offer insights into the social network dynamics of students with and without disabilities as they start their college experience and underscore the implications for K-12 transition programming and IPSE initiatives.