Postsecondary programs for students with intellectual disabilities or neurological and autism spectrum disorders require access to vocational training, continuing education, independent living opportunities, and community participation as defined by the Individuals with Disabilities Act of 2004 (U.S. Department of Education, 2020). According to the Massachusetts Department of Elementary and Secondary Education (2020), students identified through an individual education plan are entitled to receive special education services until their 22nd birthday. Because many postsecondary or transitional programs are offered to these students on high-school campuses, these students often remain at their high schools for 6 years, or until they turn 22 years old. New and creative programming is needed to successfully transition life-skills students into adulthood. Occupational therapy practitioners can play a key role in creating and assessing transition goals and objectives. The goal outcome of the College Access Maximizing Participation for Us (CAMPUS) program is to establish a relationship with an occupational therapy (OT) department at a local community college or university for use of their OT laboratory and academic classroom. In this way, the postsecondary students would gain access to facilities that include a kitchen, laundry, and bedroom space. The collaboration would also create Level I fieldwork placements for OT students because the postsecondary program is run by a school-based occupational therapist. Further, developing a postsecondary program on a college campus allows postsecondary students to interact with age-appropriate peers and work on valuable and meaningful occupations in an adult learning environment. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]