Although there is research demonstrating benefits of inclusive postsecondary education (IPSE) programs for students with intellectual disabilities (ID), much less is known about IPSE students' classroom-related, non-academic thoughts, attitudes, and behaviors, sometimes referred to as academic enabling behaviors, including interpersonal skills, motivation, academic engagement, and study skills. The purpose of this paper is to present results of a literature review examining the academic enabling behaviors of students with an ID who participate in IPSE programs. Findings suggest that academic enabling behaviors are important, peer mentors are vital, and interventions to support the development of academic enabling behaviors are potentially effective.