This article reports findings from an interpretevist, qualitative study exploring the connections and dynamics of friendship among three groups of secondary school-aged young adults. Each group included an individual with autism or intellectual and developmental disabilities who had extensive or pervasive support needs, and at least one high school student without disabilities. Data were collected through naturalistic observation and semi-structured interviews of the friends in two public high schools and one after-school dance program. Data were analyzed inductively to examine how the students enacted their friendships on a daily basis and how they made meaning of their friendships practically and conceptually. The thematic findings included (a) excitement and motivation, (b) shared humor, (c) normalized supports, (d) mutual benefits, and (e) differing conceptions of friendships. Implications of the findings, including descriptors of friendship and a broader conceptualization of reciprocity, are discussed.