The purpose of the dissertation study was to increase understanding of the social experiences of students with disabilities. Students with disabilities are at increased risk of being involved in the bullying dynamic and experiencing greater social difficulties relative to their typically developing peers (Farmer et al., 2015; Rose & Gage, 2017). Consequently, students with disabilities are more likely to report adverse mental health outcomes due to bullying involvement. The current literature suggests the effectiveness of traditional bullying intervention programming for students with disabilities is limited (Maxfield et al., 2022; Ttofi & Farrington, 2011). Students with disabilities may also perceive traditional coping strategies to be inadequate and may have their own unique coping strategies to help them navigate their social relationships. This qualitative phenomenological dissertation study involved an in-depth exploration of the social experiences of students with disabilities who have participated in a Tier-III bullying intervention program. Data were collected via semi-structured interviews. Phenomenological qualitative data analytic strategies of coding, horizonalization, and bracketing were applied to generate themes related to the social experiences of students with disabilities. The aim of this study was to elucidate themes that could be incorporated into designing effective bullying intervention programming for students with disabilities. [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.]