The post-school transition phenomenon has been examined using educational and vocational viewpoints. However, despite evidence-based practices and policies, individuals with intellectual disabilities (ID) often experience unfavorable outcomes. This population needs a voice in existing literature because it tends to be aggregated with other participant groups. This qualitative study involved understanding how young adults with mild to moderate ID described their lived experiences regarding the post-school transition to adulthood, specifically in terms of their personal expectations of employment and functional independence. The social cognitive career theory was used to explore individual and environmental factors related to adulthood transitions. Semi-structured interviews were conducted via videoconferencing, audio-recorded, and transcribed. Interpretive phenomenological analysis was used to analyze data thematically. Few participants reported successful outcomes involving secondary education or training, employment, and independent living. Most participants expected to stay home after high school, focusing on quality of life as well as friends and self-care. Findings showed varying degrees of readiness or preparedness for the post-school transition. Participants valued decision-making and independence in adulthood. Goals for the future was a salient theme that warrants further exploration concerning the adulthood transition experience. It is imperative to voice the personal perspectives of adults with ID and increase opportunities to participate in research. Thus, positive social change may result by reducing negative societal attitudes and stigmas regarding people with disabilities. [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.]