Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate their future aspirations (Biggs & Carter, 2017). Yet friendships can be limited for these students. For example, only 29% of high school students with autism and 42% of students with intellectual disability reported that they got together with friends at least once per week during the past year (Lipscomb et al., 2017). Instead, so much of their school day is spent among paraprofessionals, special educators, and other adults. This article describes a time-tested and replicable schoolwide approach for creating meaningful social opportunities and fostering a school climate that is supportive of inclusion.