The purpose of this study was to confirm and extend prior research on the attitudes and experiences of typical college students towards students with intellectual disabilities who were enrolled in an inclusive postsecondary program. College students enrolled in a Disability Studies Internship class completed surveys, journals, and participated in a focus group to share their perceptions and experiences as educational coaches and mentors with students with intellectual disabilities. The results confirmed previous studies that typical students, with prior experience and high comfort ratings, agree that students with intellectual disabilities have the ability to participate in college experiences such as classes, campus organizations, and living in dorms with support. Additional themes that emerged from the qualitative analysis indicated that the disability studies interns were challenged to balance program requirements and the dignity of risk and self-determination of students with ID; and the disability interns clarified their own career goals by supporting students with ID. Findings suggest that typically enrolled college students benefit from inclusive postsecondary programs that serve students with intellectual disabilities.