This study examined components of inclusive postsecondary education programs for students with intellectual disability correlated with employment upon program exit, through secondary analyses of student-level data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) National Coordinating Center database of model demonstration sites in Florida. Variables investigated included participation in inclusive courses, career development experiences, and social activities. Inclusive course enrollment was found to have the strongest correlation with the outcome of paid, competitive employment upon exit. The implications of this finding and suggestions for future research and practice are discussed.