The demand for graduates in STEM continues to expand in industry. To address the demand, not enough focus is on programs for students with disabilities having knowledge in STEM. This paper describes a post-secondary program at a school of computer science and information systems that is contributing marketability in STEM for moderately impaired but intellectually nimble students with developmental and intellectual disabilities. The findings of this paper denote contributions of academic identity, content learning of information systems technology and limited norms of sociability from the program, as a foundation for opportunities in STEM for the students. The results of this study can encourage other schools of computer science and information systems in pursuing special education programs in STEM for this niche population of students.