Inclusive postsecondary education (IPSE) programs for youth with intellectual disability recognize students with intellectual disability as contributing members of the broader campus community through academic engagement, career development, and social activities (Grigal & Papay, 2018; Jones et. al, 2015). An established strategy for promoting natural and inclusive supports is the use of peer mentors. Research in the K-12 settings has found that peer mentors in high school can promote positive academic, social, employment, and mental health outcomes (Carter, et al., 2016; Asmus et al., 2016). This Fast Fact draws from a qualitative study that interviewed college students with intellectual disability. The purpose of the study was to fill a gap toward what is known about IPSE students and their experiences with peer supports. The study indicated that peer supports can forge and strengthen social networks for IPSE students, and that these supports are valued by IPSE students in conjunction to the academic, emotional, and informational supports that develop from interpersonal relationships between IPSE students and the peers themselves.