Extensive research has been conducted regarding vocational training for adults with disabilities, but less is known about comprehensive programs that prepare young adults for all aspects of life. Since the law requires transition planning and preparation for all students with intellectual disabilities, ages 16-21, research about effective and sustained program models must be conducted. The purpose of the study was to examine the practices of comprehensive transition program directors who manage inclusive transition activities for young adults with intellectual disabilities at Midwestern colleges and universities. The study has ten participants, who are Comprehensive Transition Program Directors in eight different Midwestern postsecondary institutions of higher learning were interviewed. The findings of the study include the demographic information related to the study and the findings of the interviews that were conducted in person with the ten participants on their campuses. [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.]