The purpose of this study was to investigate how the interaction project (i.e., Peer Lunch Club Project) influenced preservice general education students' attitudes towards disability and inclusion. Students enrolled in an introductory special education course were provided opportunities to socially interact with adults with disabilities. A total of 25 students who gave their voluntary consent to take part in this study completed a pre- and post-activity assessment and wrote a reflection on their experiences about interacting with adults with disabilities at the end of the project. Data were analysed through both quantitative and qualitative methods. The statistical analysis of a paired samples "t"-test showed significant changes in students' attitudes towards disability, and the qualitative results from their reflections showed how their attitudes towards disability and inclusion had changed after interacting with adults with disabilities. In general, they felt more comfortable with future prospects involving interactions with individuals with disabilities and that these experiences could be applied to their teaching career wherein it can improve their relationships with students with disabilities. Overall, the project could be considered as a successful social interaction project and experience for preservice general education students.