Some universities and colleges across the country are creating opportunities for young adults with significant disabilities to meaningfully participate in postsecondary education. Students with significant disabilities are now attending college classes with peers without disabilities either during or after high school. In this qualitative study we investigate two programs housed in Central New York that support students labeled with significant disabilities (i.e., cognitive disabilities, intellectual disabilities, traumatic brain injury, and autism) so they can attend college classes in inclusive settings. For this study we interviewed major stakeholders in these programs and asked research questions focused on the benefits and obstacles to implementation. Our findings suggest that these programs benefit students with disabilities, college classmates, and professors. The obstacles to these programs were institutional, logistical, and attitudinal in nature. We conclude by presenting the implications of these findings and raise questions for future research. (Contains 4 tables.)