Two children with similar physical disabilities were paired as mentor and mentee as a strategy of teaching self-determination skills. In this case study, the mentor was a junior in high school with a physical impairment and had possessed the desired qualities of self-determination according to transition rating scales. The mentee was a fifth-grade student with the same physical impairment, but according to adaptive behavior rating scales, needed to acquire self-determination skills as a means of increasing independence. A mentor program was created between the students to determine if the program would have a positive impact for teaching self-determination skills. Results indicated that the peer mentoring program increased the mentee's progress on Individualized Education Plan goals by an average of 75 percent. (Contains 2 tables.)