The purpose of this study was to explore the perceptions and experiences of peer mentors who served in a mentor role for students with intellectual disabilities in a university-level educational program. The study used face-to-face interviews with eleven general-population students who had worked at least one semester as a peer mentor with students with intellectual disabilities. The interview transcripts and participant characteristics formed the study data. The qualitative transcript data was analyzed using the constant comparative method of joint coding and analysis.
