<h3>Research Objectives</h3> This study aimed to (1) document the profile of individuals with neurological conditions who participated in an adapted training program to obtain their first driver's license, (2) explore the relationship between cognitive functioning and program outcome, and (3) describe the users' experience before, during, and after the adapted driving program. <h3>Design</h3> Mixed-methods design including retrospective chart review and prospective cross-sectional data collection. <h3>Setting</h3> Adapted driver training program in a rehabilitation center (CIUSSS de la Capitale-Nationale, Québec, QC, Canada). <h3>Participants</h3> The sample included 71 individuals (39% women; mean age = 22.2 +/- 8.6 years) with developmental or acquired neurological conditions who participated in an adapted driving program (Objective 1). Of this number, 35 participants had complete neuropsychological and driving program outcome data (Objective 2), and 12 participated in a qualitative interview (Objective 3). <h3>Interventions</h3> Not applicable. <h3>Main Outcome Measures</h3> Program outcome (success, failure/discontinuation), neuropsychological data (indices of global cognitive functioning, processing speed, working memory, attention, visuospatial skills, and executive functioning), individual qualitative interviews. <h3>Results</h3> Among the 71 participants, the driving program was successfully completed for 47%, failed for 7%, discontinued for 34%, and ongoing for 13%. Participants who successfully completed the program (n=15) showed better attention functioning, and better performance relative to global functioning in attention, executive functioning, and working memory, compared to those who failed/discontinued (n=20). Qualitative data provided enriched information about the participants' motivation to learn to drive (e.g., important personal goal, self-determination, fear of failure), repercussion of program success (e.g., personal and professional development opportunities) or failure (e.g., emotional response, alternative transportation means), and key adaptations of the driving program (e.g., team spirit, individualized teaching). <h3>Conclusions</h3> Adapted training is effective in helping individuals with neurological conditions to learn to drive. Attention, and to a lesser extent executive functioning and working memory, play a key role in driving program success. Knowledge on the repercussions of obtaining or failing to obtain their driver's license could help further adapt and support driving training for individuals with neurological conditions. <h3>Author(s) Disclosures</h3> The authors report no conflicts of interest.