Peer support arrangements are strategies implemented by schools to provide structured opportunities for students without disabilities to work alongside peers with disabilities, often intellectual and developmental disabilities. Although the benefits of this practice for students with disabilities is well documented, there is limited literature describing the impact of the experience on the peers without intellectual and developmental disabilities. To address this, a content analysis of reflection papers written by 24 high school students without intellectual and developmental disabilities was conducted to better understand the benefits of the peer support arrangements. Six themes to emerge from the reflections include: Emotional Benefits, Skill Development, Understanding Disability, Personal Reflection, Comfort with People with Disabilities, and Ongoing Commitment. Of particular interest is the theme Emotional Benefits, which featured student descriptions of how the mentorship experience increased attendance and school engagement. These findings are discussed and implications for practice and future research are provided.