The purpose of this research was to investigate the effects of a peer mentorship program on students' perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants (N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors (n = 7), who were typically developing students, and the peer mentees (n = 7), who were students with disabilities who had an individualized education program. The researchers created a pretest-posttest survey, and all questions were measured using a 5-point Likert-type scale. Peer mentee self-perceptions of success in the choral classroom revealed slight negative changes from the beginning to the end of the program. However, while some did not want to continue in the program for music skill acquisition, they all indicated a desire to remain in their peer pair for social reasons.