This qualitative intrinsic case study explored the institutionalization of a Transition and Postsecondary Education for Students with Intellectual Disabilities (TPSID) grant-funded program into a public four-year university in the Midwestern U.S. The study employed an ecological framework, and analyzed interview data from program stakeholders and artifacts associated with the program's institutionalization. The findings of this study suggested that program stakeholders sparked and fueled institutionalization because of their personal connections to disability and through their passion driven efforts and powerful stories. Institutional and program context also played critical roles in program institutionalization. These contextual elements included: student and parental influence; the institution's history, priority of diversity, and profile; and the program funding model and options. Finally, the institutionalization process appeared to construct and galvanize components of the program's identity including its role as change agent and system disruptor. [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.]