CUNY Unlimited, an inclusive model for students with intellectual disabilities (ID), opens educational and career opportunities for citizens typically denied access to college. “Belonging” is thought to be particularly important to the success of student communities that have historically under-participated in higher education (Hurtado & Carter, 1997; Strayhorn, 2012). Yet, little is known about perceptions of belonging by this student group. Understanding belonging by students with ID, and other stakeholders, allows faculty, program designers, and administrators to grow best practices, programs, processes and systems that support inclusion in higher education. Quantitative and qualitative data collected over five years was analyzed using student affairs, inclusion and adult learning frameworks. Findings identified artifacts of belonging, as described by these various groups, that are used in the construction of belonging, whereas language highlights symbols of belonging and systems that emphasize nonbelonging. Recommendations for how to resolve systemic barriers to inclusion will be discussed.