An innovative residential initiative on a university campus, the Inclusion House, was created for people with developmental disabilities to live with similarly aged and same-gendered university students. In order for all to live independently, individuals with exceptionalities need strong autonomy skills, and the Inclusion House developed activities to increase these skills. This five-year longitudinal qualitative and quantitative study examines the growth of individuals with developmental disabilities in autonomy and self-determination skills using the Transition Planning Inventory-2. Results show that these individuals with disabilities who lived in the Inclusion House show growth in their autonomy skills and all transition sub-areas improved in accordance with the federal law, Individuals with Disability Education Act.