For individuals with intellectual disabilities finding and taking part in leisure experiences can be difficult without appropriate knowledge and skills. This study examined the use of a leisure education program with students enrolled in a postsecondary education program located on the campus of a mid-size southeastern university. This postsecondary educational program is designed to teach independent living and job skills to people ages 18-23 who have an intellectual disability. The Leisure Ability Model is the conceptual framework for this study. Leisure attitude was measured through a revised version of the Leisure Attitude Measure; it assessed three components: cognitive, behavioral, and affective. However, leisure education for students having intellectual disability enrolled in a postsecondary transition program in a college setting has not been evaluated. Results indicated there was no significant difference in the Leisure Attitude Measure between pre- and posttests. However, semistructured interviews provided the researcher with rich descriptive data about participants’ leisure attitude. Analysis of the qualitative data revealed that participants’ understanding of leisure increased following the intervention. Implications for therapeutic recreation practice and future research are discussed.