Although most of the students with intellectual and developmental disabilities have access to and some even have completed secondary education in Spain, there are few studies that deepen on the students' views about their educational experience. The research team consisted of university researchers and professionals from a non-governmental organisation of people with disabilities. Three questionnaires were carried out, each one addressing a sample of key agents: students, their families and educators. Qualitative and quantitative analysis presented focus on answers given by students. They positively value school climate, and admit having friends and receiving help from classmates and teachers. Some have suffered bullying, but they know whom to ask for help. Opinions about their educational experience in class are tackled. They talk about methodological approaches used by teachers to make learning accessible and meaningful. It should be highlighted that they underline approaches that let them develop their autonomy and skills for adult life. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]