Five years ago, a small group of higher education faculty at The College of New Jersey (TCNJ) asked the question, "What would it look like if we created a postsecondary program for young adults with intellectual disabilities (ID) on the campus of a highly competitive four-year college?" The College of New Jersey, a state college located in suburban, central New Jersey, is primarily an undergraduate, residential school, with approximately 5,000 undergraduates and about 800 graduate students. Fully a quarter of the undergraduate students are in programs leading to teacher certification, and the remainder are in various arts, science, and professional schools. The mission statement of The College states, "The College prepares students to excel in their chosen fields and to create, preserve, and transmit knowledge, arts, and wisdom," and this belief is reflected in the number and rigor of liberal learning courses required of all students at The College. The combination of a strong commitment to liberal learning and to graduating education professionals who see themselves as change agents has made TCNJ an ideal venue for a program in which students with ID can learn about themselves and the world together with their age peers. This article reports on how TCNJ created a challenging postsecondary program called Career and Community Studies (CCS) that is designed to provide a rich and rigorous academic course of study while supporting the psychosocial development of its students as they enter adulthood. (Contains 1 figure and 1 table.)