Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social interaction among adolescents with intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides a critical analysis of twenty-six empirical interventions aimed at promoting social interaction among adolescents with intellectual disabilities and their general education peers in middle and high school settings. Findings are analyzed with regard to intervention components; student characteristics; interaction settings; measures of interaction; observation procedures; experimental designs; intervention components; and measures of generalization, social validity, and treatment integrity. Based upon findings from this literature, we present recommendations to guide future research and the development of effective social interaction interventions for adolescents with intellectual disabilities in middle and high schools. (Contains 3 tables.)