Recent legislative, policy, and research initiatives affirm the importance of improving social outcomes for adolescents with moderate to severe intellectual disabilities. Using observational methodology, we examined the influence of level of integration and Peer Buddy proximity on social interaction between students with intellectual disabilities and their general education peers in high school settings. Similarities and differences were found between more and less integrated settings with respect to contextual variables and measures of social interaction. Across settings, the proximity of a Peer Buddy was associated with higher frequency interactions and more positive student affect. Implications regarding increasing social interaction among high school students are discussed.