Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the effects of a peer-mediated intervention on initiations and responses of four K-2 students with low-functioning autism and their second-grade peers. Students were taught a shared reading intervention using visual support, role-play, discussion, and peer reinforcement. Three participants with low-functioning autism increased mean responses to peer initiations from baseline to intervention stages. Further, second-grade students held positive perceptions of peers with autism and considered them as friends. The unexpected response pattern of one participant with low-functioning autism warrants further investigation into individual variation and peer group characteristics.