The objective of the study was to identify and analyse the reasons why students with intellectual disabilities enrol in Youth and Adult Education, and what factors led them to complete or abandon their studies in that form of education. Seven young people with intellectual disabilities participated in the study, who in 2012 were enrolled in Youth and Adult Education in a small municipality within the state of São Paulo. The collection of data took place through a semi-structured roadmap interview, with targeted questions investigating the inclusion of the student with intellectual disabilities in that form of education, as well as their expectations with the inclusion process. After the interview, the data were organised by categories of interest and the qualitative analysis of content was carried out. The results showed that only one student was able to complete his studies in Youth and Adult Education and several factors contributed to this: from their interest and dedication to the encouragement of all those involved. Of the other participants in the research, only one student is still studying, but has not been able to advance in the studies. It follows that this research is relevant to the discussions and reflections on the inclusion of pupils with intellectual disabilities in Youth and Adult Education, since, by analysing the factors which led them to complete or abandon their studies, this research ends by pointing out the necessary avenues for ensuring that, in addition to access, studies can be maintained and completed. Keywords: Special education EJA. Addition.