The purpose of this study was to determine whether peer mentors and inclusive practices in the Foundations program increased students' IEP goal progress. Study participants consisted of 8th grade typical peers and 6th through 8th grade students in the Foundations Program in the Appoquinimink School District. Peer mentors inquired and were selected at the start of the third marking period. They were provided with training and information about the program and their roles as peer mentors. Each day throughout the marking period, the peer mentors worked with students within the Foundations program on various English Language Arts activities related to their IEP goals. Goal progress data was collected weekly by the classroom teachers. Findings from the study show that when students in a special program collaborate and interact with peer mentors, their academic performance increases. Based on the study conducted, continuing to provide students in the Foundations program with opportunities to learn from and alongside their typical peers will have a positive impact on their academic performance in all areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]