The purpose of this study was to evaluate an inclusive postsecondary education program in a university setting from the perspective of students with disabilities, their parents, university students who were not developmentally disabled, and professors who had, and had not, included students with developmental disabilities in their courses. Positive results were indicated, particularly with respect to the students with disabilities, their families, and university students. University faculty who had included students with developmental disabilities in their courses were more positive regarding the value of inclusive postsecondary education in particular, and integration of students with developmental disabilities, in general. This was not true for faculty who had not included students with developmental disabilities in their courses. We discuss implications of continuing education, university-based programs for students with developmental disabilities.