As increasing numbers of colleges establish inclusive postsecondary education programs, it is important to explore how students with intellectual disability are supported in all aspects of campus life. The present study focused on inclusive first-year orientation programs from the vantage point of 16 student group leaders, faculty group leaders, and students with intellectual disability. The researchers used individual interviews to examine how participants described, experienced, and supported the concept of belonging within the context of these semester-long, inclusive groups. Belonging was seen as a multi-dimensional concept that is neither automatically experienced nor fostered without challenges. However, efforts to support belonging were seen as having a reciprocal and sometimes substantial benefit. Implications for inclusive postsecondary education programs and disability services staff are discussed, as well as recommendations for future research.