The objective of this integrative review consists of mapping the school-to-work transition programs addressed to young adults with intellectual disabilities, carried out in the last decade. In fact, the programs discussed in the literature could inform potential paths in the Italian context. Through the systematic review process, we have initially identified a gap in the research, more focused on childhood and adolescent respect to the adulthood of persons with intellectual disabilities, in particular considering transition programs to employment and adult life. The integrative review method was used to address the need of in-depth study on transition programs based on empirical research, to identify evidence-based educational practices. The analysis and synthesis of results emerged from studies selected allowed to identify six research, further evaluated respect to their quality. Results were discussed and implications for future research in this area were highlighted, to enrich the debate on transition programs addressed to young adults with intellectual disabilities.