Few researchers have examined peer mentors in a postsecondary program for students with intellectual disabilities. Peer mentors (N=39) were surveyed regarding their TypeFocus personality type and how the experience of mentoring affected them. The mentoring experience was assessed qualitatively and results are reported. Results indicated a strong preference for the combination of Intuition and Feeling personality types. In addition, a multitude of benefits and changes occurred for the mentors as a result of their experience. Suggestions for practitioners and researchers are included. Recently, postsecondary programs for students with intellectual disabilities began to appear on college campuses. These programs, supported by the Federal Higher Education Opportunity Act (HEOA, 2008), provide increased opportunities for postsecondary education for students with intellectual disabilities (ID). The college enrollment of students with ID has increased, with over 200 such programs on college campuses today. In addition to providing postsecondary access to students with ID, these programs also offer traditional college students an opportunity to engage in meaningful peer mentoring. The purpose of this pilot study was to examine the effects that student mentoring involvement had on college students involved in a peer mentoring program for students with intellectual disabilities.