This study utilized a qualitative constructivist grounded theory methodology to explore the social and friendship experiences of adolescent girls with developmental disabilities (DD). Participants included 12 adolescent girls with DD and 13 parents of adolescent girls with DD. In-depth interviews were conducted with each participant to better understand the social/friendship experiences of adolescent girls with DD from their own perspectives and the perspectives of their parents/caregivers. Constant Comparative Analysis was used to analyze the data, and an emergent theory was created from these findings. Contrary to the persistent narrative of girls with DD as "anti-social" or disinterested in friendships, results displayed a strong interest in social opportunities and friendships. However, the social environments that girls with DD have been placed in are rarely tailored to their social strengths, support needs, and goals. Parents and caregivers are often expected to compensate for this lack of support by creating additional social opportunities for their child. This task is impossible given the many competing demands of life. As a result, participants reported a variety of social and friendship challenges, including limited social lives, bullying and rejection, and frequently comparing themselves to other teenage girls in their communities and on TV/movies/social media. Recommendations for educators and school systems to improve social outcomes of girls with DD are discussed. Additionally, methodological advances for highlighting the voices of individuals with cognitive/language support needs are reviewed, and recommendations for replicating these processes are provided. [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.]