This study was an evaluation of the i3 Development grant, Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments. The TCT model is an inclusive comprehensive college based transition model where students are fully included on campus in all aspects of a complete college experience, receiving supports as necessary (e.g., coaching and/or peer mentor, disability services office). The student’s day consists of course participation, social events, and career development activities and integrated competitive employment moving their transition services away from a high school-based approach to a college and community-based approach. TCT includes partnership development and technical assistance for university- and district-level staff in order to implement the model with students with intellectual disabilities and autism. This study examined the impact of TCT services on the job-seeking skills, career readiness, self-determination, college self-efficacy, and employment of ID/A youth.