Over the last decade, the number of SWIDs interested in postsecondary opportunities has increased. This is partially in response to the HEOA of 2008, which opened the door to more educational opportunities and supports for SWIDs; SWIDs can now consider college an option, not just a dream. As a result, the demand for new programs continues to grow as more SWIDS, and their families become aware of these life-changing educational opportunities. Presently there is limited research focused on the lived experiences of SWIDs in postsecondary education programs. The experiences SWIDs can provide are unique and invaluable when considering programmatic changes and university-wide culture surrounding the inclusion of these programs. Considering the daily academic, social, and work-related experiences that have impacted the SWIDs on their educational journey is critical to program development and improvement. The purpose of this qualitative study was to understand the students' journey through a novel postsecondary education program in Southwest Florida for SWIDs by documenting the unique lived experiences that can only be captured by those living through this process. A phenomenological study approach was utilized, because it allows for the researcher to describe the lived experiences of individuals regarding a phenomenon as described by the participants. SWIDs from a mid-sized university in Southwest Florida were interviewed. Data were also collected through video analysis, observations, interviews and relevant documents such as most recent IEP, psychological assessments, three letters of recommendation, a resume, and an optional portfolio. Through a two-phase data collection and analysis process, findings revealed themes of (a) learning, (b) growth, and (c) acculturation. While the SWIDs highlighted the aspects of the program that positively impacted their life and changed the trajectory of their career the implications highlighted some necessary changes expressed by the SWIDs: (a) fully inclusive postsecondary opportunities provide SWIDs with the necessary skills for successful independent living and community-based employment, (b) residential life is a necessary component to obtain a full college experience, (c) campus-wide interconnectedness directly impacts outcomes for SWIDs. Addressing these implications and conducting future research could ensure adequate support and the appropriate experiences are provided to SWIDs enrolled in postsecondary education. [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.]