Following the passage of the Higher Education Opportunity Act in 2008, inclusive post-secondary education (IPSE) opportunities for individuals with intellectual disabilities began to emerge on campuses. Since then, the number of programs has grown exponentially, but there is still much to learn about this new category. As these programs grew, a structured system of evaluating programs emerged. One type of IPSE, the Comprehensive Transition Program (CTP), was recognized as a program that met the criteria established by the Department of Education. It is important to the future of all IPSE programs, including CTPs, that additional research is done and perceptions of these programs are understood. The literature review on IPSE programs explored the program's impact on campuses, the characteristics of the programs and, the students they enroll, and outcomes for students. Additionally, studies looked at the perceptions of degree-seeking students and faculty about the IPSE programs. Following the review, it was evident there was an opportunity to learn more about university administrators' perceptions. This single case study was designed with this in mind. This research was designed to gain an understanding of how university administrators perceive the position and purpose of the CTP on their campus. This dissertation was informed by disabilities studies and critical disability theory to help understand findings related to societal beliefs about those with disabilities and the social structures that have influenced those with disabilities for generations. Data collection included interviews with three groups: university leadership, university administrators, and CTP leadership and staff. To complement the interviews, a review of the website and a site visit were conducted. Analysis of the data resulted in four main themes emerging. The four emerging themes were mission, motivations to support the CTP, challenges, and contributions of the CTP. Findings suggest there is still much variation in how university administrators perceive the purpose and position of the CTP. The data also suggested that while the CTP is generally viewed positively, alignment on its purpose remains elusive. Further, the data suggests that the position of the CTP within the university is also in flux and viewed differently by administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]