Many students with disabilities are isolated from general education classrooms and are restricted in the social opportunities that are available to them. With the shift toward more inclusive education settings, these students are given the chance to develop alongside their general education peers. The present study analyzed a peer mentoring program that partnered students with disabilities (i.e., mentees) and students without disabilities (i.e., mentors) with the goal of promoting inclusion at a high school. The study included a set of focus groups and surveys. The four focus groups included past mentors, teachers, and administrators who answered questions about their perception of the program and the impacts they have seen. For the surveys, mentors (n = 86), mentees (n = 14), and general education students (n = 676) responded to a variety of questions about inclusion at their school, their perceptions of disabilities, and the program’s impact. Findings indicated that the mentors and mentees perceived an increase in social connections and skill development as a result of the program. Additionally, mentors and general education students differed in their perceptions of individuals with disabilities and views of the program. Findings support previous research that indicates that inclusive peer mentoring programs can influence relational and skill-based outcomes for students involved in the program, in addition to mentors’ perceptions of individuals with disabilities.