Despite the Americans with Disabilities Act and the Individuals with Disabilities Education Act boosting postsecondary education for students with intellectual disabilities, only 4% of U.S. institutions offer specialized programs (Arrojas, 2023). A Historically Black Community College in the southeastern United States notably lacks resources for these students. This qualitative study explored strategies for enhancing disability inclusion at an HBCU by conducting electronic interviews via Qualtrics with administrators, faculty, and staff. Using purposeful sampling, the study targeted diverse institutional roles to gather insights on improving academic and support services for Black students with intellectual disability (ID). The electronic interviews employed a standardized protocol to probe for ways to enhance campus climate, programs, and services. A thematic analysis of responses offered recommendations on how HBCUs can foster an inclusive environment that respects their historical legacy while promoting equity. This approach emphasized the importance of institutional knowledge in creating supportive spaces for students with intellectual disability (ID). [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.]