The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self-confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers' reflective journals and semi-structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils' social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils' attitudes, both during and upon the completion of the programme. Factors which contributed to the above-mentioned changes are discussed in relation to the implications of the study.