This study examines the role Google Calendar has in improving Self-Regulated Learning (SRL), planning, and time management in post-secondary students with intellectual disabilities (ID). Individuals with ID experience difficulties in executive functioning (EF) skills, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience. Adult learners with ID are a growing population on college and university campuses. Despite the increased awareness and acceptance, few studies have been published on EF and the transition into post-secondary education of adults with ID. The study was designed to answer the following research question: To what extent does the training in a calendar application support the improvement of SRL and time management for post-secondary students with intellectual disabilities? The data analysis did not find evidence that the intervention, as designed, improved time management and SRL in students with ID. Low statistical power, problems with implementation, and several confounding variables made it difficult to find any clear pattern of evidence concerning the efficacy of the implemented intervention. Even though the intervention developed here did not improve SRL and time management, the SRL framework remains promising in helping identify factors that could improve these skills in students with ID in post-secondary 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.]