The purpose of this study was to provide preliminary evidence of the criterion-related validity of curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students with intellectual and developmental disabilities (ID). The participants included 41 postsecondary students with ID enrolled in a 2-year certificate program at a large Midwestern university. CBMs were administered to participants using standardized procedures, and results were compared with performance on the Woodcock-Johnson Tests of Achievement. Descriptive statistics were calculated as were bivariate correlations between CBM measures and the content-appropriate criterion measure. Results are discussed in terms of the potential use of CBMs as indicators of academic performance for postsecondary students with ID.