Post-secondary education for youth with Intellectual Disabilities is an emerging area of research. Although there has been increasing interest and recent programme development in this area, there is little research that explores benefits of liberal learning for these students. This paper describes the experiences of three college faculty who designed inclusive courses for youth with Intellectual Disabilities, grounded in liberal learning, at a mid-sized four-year college, in New Jersey. Each professor describes their approach to course design, instruction and evaluation of student learning. Implications for programme design and instruction are discussed, as well as demonstrated benefits for students with Intellectual Disabilities. (Contains 2 tables.)