This research explores the experiences of social care workers as they support individuals with an intellectual disability to access post-secondary education. There is a notable lack of research in this area, and this study aims to add to the existing literature by addressing four research questions. (1) What types of support do social care workers provide, and how are they implemented? (2) How do social care workers perceive the effects of post-secondary education on the individuals they support? (3) What barriers do social care workers encounter in facilitating access to post-secondary education? (4) What theoretical frameworks are underpinning their work? The study employed a qualitative design, using semi-structured interviews with social care workers in one region in the south of Ireland. A thematic analysis was applied to the dataset to identify emerging themes. Findings suggest that social care workers provide supports to fill the gaps created by a lack of policy and institutional supports. The research also highlighted that supports provided are creatively implemented and are dependent on the good will and values of the social care worker. Participants did not identify any theoretical influences, but the research indicates that supports are provided because of care and respect for the rights to education for the person they are supporting. Further research should be undertaken in this area and to include to the voices and perspectives of people with an intellectual disability.