Although AAC systems and interventions have supported many young children in developing communication skills that allow them to express their wants and needs, children who use AAC are rarely given support to interact with peers using AAC. In fact, these children rarely interact with their peers, even in inclusive classrooms, and are at risk for social isolation. Families of children with disabilities often cite friendship and interaction with peers as important concerns for their children. This presentation shares the results from a series of research studies investigating strategies to support peer interaction between children with and without disabilities.