Background: Individuals with intellectual and developmental disabilities (IDD) experience significant health disparities, including higher rates of obesity, poor diet quality, and food insecurity, yet access to meaningful nutrition education within inclusive postsecondary education (IPSE) programs remains limited. This project aimed to improve student engagement and nutrition knowledge, promote health literacy and independent living skills through experiential learning, and expand the role of occupational therapy in IPSE life skills education. Objective: This study focused on three objectives: (1) refining course instructional design by integrating structured teaching tools and adaptive cooking strategies, (2) developing and piloting a training and orientation toolkit for occupational therapy doctoral (OTD) students and staff, and (3) designing and piloting a garden component to promote hands-on nutritional education. Methods: A mixed-methods design was used to develop and implement enhancements to an existing nutrition and cooking course within the Inclusive Digital Expression and Literacy (IDEAL) Program at Georgia State University. Enhancements included inclusive instructional strategies, adaptive kitchen tools, and a community garden component. A training and orientation toolkit was also developed for OTD students and staff. Results: Sixteen participants (eight IDEAL students and eight OTD students) completed a 16-week nutritional course. Among the 8 OTD students, quantitative results revealed positive trends in attitudes toward disability (ADS: Δ = +0.75) and therapy confidence (TCS: Δ = +4.63), with moderate effect sizes (r = 0.41 and r = 0.50, respectively), though neither reached statistical significance. Qualitative findings indicated a shift from theoretical understanding to applied competence, with participants reporting increased self-efficacy, refined clinical skills, and enhanced professional identity following hands-on engagement with individuals with intellectual and developmental disabilities. Among the eight IDEAL students, nutritional knowledge improved significantly following the course, with mean quiz scores increasing from 57.5% to 76.25% (Δ = +18.75%), a statistically significant result (Z = -2.21, p = 0.027) with a large effect size (r = 0.78). Semi-structured interviews further supported these findings, revealing that students retained key nutritional and kitchen safety concepts, developed practical skills through adaptive tools, and reported highly positive experiences with the course's interactive instructional methods. Conclusions: Findings from this project suggest that integrating occupational therapy support, adaptive instruction, and community gardening into IPSE nutrition programming shows promise for improving food literacy and independent living skills among students with IDD while strengthening OTD student preparedness for inclusive practice.