Little research is devoted to the study of personal experience stories and issues that people with intellectual disabilities (ID) spontaneously introduce in research interviews. What are their interests and how do they communicate, despite their cognitive and language limitations? This study was conducted among 10 adults with ID, aged 23 to 34 who participated in interviews on learning in adulthood. It shows the share that these stories and questions play in the research interview and the different strategies used by speakers to promote their emergence, providing access to the interests and concerns of the interviewee. The observed interindividual differences emphasize the need to adjust strategies to demonstrate sustained attention and to better accommodate the comments of the interviewee.