Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study-2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest rates of participation are students with intellectual disabilities. This "Impact" issue explores what individuals know, and what they still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important. It includes stories about students with disabilities succeeding in higher education, strategies for families and school personnel to use in supporting planning for postsecondary education during high school, research findings and historical overviews on the national journey to support full participation in all areas of life--including education--for individuals with intellectual and other disabilities, and explanations of the education laws that can undergird that participation. Articles in this issue include: (1) What's a Parent to Do? Micah's College Dream (Janice Fialka); (2) Students with Disabilities in Higher Education: Participating in America's Future (David R. Johnson and Derek Nord); (3) A Prelude to Progress: Postsecondary Education and Students with Intellectual Disabilities (Meg Grigal, Debra Hart, and Sharon Lewis); (4) How College Benefits Us: Students with Intellectual Disabilities Speak Out (Compiled by Maria Paiewonsky); (5) Federal Legislation Increasing Higher Education Access for Students with Intellectual Disabilities (Judy L. Shanley); (6) "What Do You Want to Be When You Grow Up?": A College Graduate (Claire Bible); (7) The Power of Inclusion: Personal Reflections on Creating Change (Shea Howell); (8) Key Roles in Planning the Transition to College and Careers (Margo Vreeburg Izzo); (9) Preparing Students with Intellectual Disabilities for College: Tips for Parents and Teachers (Beth Swedeen); (10) Using Individual Supports to Customize a Postsecondary Education Experience (Cate Weir); (11) Not Superwoman: Reflections on Beginning Graduate School (Kira Fisher as told to Donna Carlson Yerby); and (12) Education for Employment: Mandela's Story (Shelley Paquette and Jenilee Drilling). A list of resources is included. (Individual articles contain references.)