A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the perspectives of students with disabilities through the Social Skills Improvement System (SSIS) and structured interviews and gains in academic coursework and assessment scores. Interview results showed student attitude toward the program was positive and that they believed they had made gains both academically and socially while being in the program. The special education and general education teachers also completed pre- and post- SSIS forms concerning the program influence on improvement of academic and social skills by participating students. There were statistically significant findings on the SSIS from students regarding their social skills development and statistically significant findings from the special education teacher on the SSIS for both social and academic skills development. The general education curriculum teachers' ratings on the SSIS for students did not reach statistical significance. The student grade point averages, reading, mathematics, and language arts informal assessment scores over the period of one year showed statistical significance on a paired samples t-test. Program recommendations provided by the student participants included enhancement of activities and peer training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]