The American Association of Community Colleges has identified diversity, equity, and inclusion as important initiatives in redesigning American community colleges. One area of focus is having accessible resources for students with identified disabilities. However, intellectual disabilities are not as readily observable and often go unnoticed. This study examines how a specific community college was able to involve individuals with intellectual disabilities. Data were analyzed and coded from document reviews, online searches, and personal communications. The evidence discovered in this research suggests that this institution successfully offered opportunities for engagement with intellectually disabled students. The most recognizable program to serve these students was in the non-credit, continuing education side of the house. However, the study was inconclusive in fully answering the research questions. Further research is needed to uncover the most effective means of student engagement. In addition, more research could be done to establish credit-bearing academic programs leading to a college credential such as a certificate or degree. [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.]