The following study explores the experiences of students in the Inclusive Post-Secondary Education (IPSE) program, Campus For All, at the University of Regina. The case study examines the experiences of the students while using elements of the Schalock, Bonham, and Verdugo (2008) Quality of Life (QOL) framework as a guide for the semi-structured interviews and data interpretation. IPSE programs began to emerge in Canada almost thirty years ago to allow students with intellectual and developmental disabilities the opportunity to attend post-secondary institutions with the intent of offering an authentic and inclusive student experience. Since then a modest body of literature has emerged and little has been done collectively in Canada to expand IPSE opportunities. Currently only a small number of studies capture the student experience directly from students while the rest of the data relies on other stakeholders speaking to the student experience. The themes that emerged tell the story of a positive social-experience and an advent of a positive self-concept. Furthermore, connections are made between the positive social experience, positive self-concept and QOL, drawing on similarities between QOL domains and the student experience. Future consideration for IPSE are discussed.