Although peer mentors play a vital role in supporting college students with intellectual disability enrolled in inclusive postsecondary education programs, their use has not been explored extensively. This qualitative study examined the experiences and perspectives of university students serving as peer mentors in an inclusive postsecondary education program. Nineteen peer mentors participated in semi-structured interviews. Results provide additional insight as to why individuals choose to become peer mentors, and as a result of their mentoring experience, what the peer mentors learned about themselves and gained from their experience. Recommendations for recruiting peer mentors are also provided.