<p>Students with friends and healthy social connections are happier, healthier, safer, more likely to experience positive communication, behavioural, academic, and career outcomes. Due to a historical lack of opportunity resulting from segregated education and low expectations, many disabled students, including those with intellectual and/or developmental disabilities, lack authentic friendships. Inclusive learning environments that emphasize equity, reciprocal social connections, and belonging can act as a mechanism to increase social inclusion and support friendship development among students with and without disabilities. Due to a history of systemic marginalization, segregation, and abuse, it is critical that disabled people are involved in the research affecting their lives. This study, which was conducted in the USA, adopted a phenomenological research approach centring the perspectives of disabled people who examined previously collected survey and interview data about the definitions and enactments of friendship among disabled people. A five-person advisory group of young adults with intellectual and/or developmental disabilities provided feedback on summaries of the previously collected data and shared their own perspectives on learning environment factors that impede or facilitate meaningful social relationships. Findings are based on the triangulation of previously collected data and feedback from the advisory group, as well as original data from the advisory group participants. They point to the importance of learning environment (i.e. classroom and community) spaces as sites for social connections, belonging, reciprocal communication, and the power of expectations.</p>