In the United States, federal mandates require local education agencies to provide education to students with disabilities in the least restrictive environment. As a result, students with disabilities are included in the general education classroom for varying amounts of the school day depending on their educational goals and individual needs. For students with severe disabilities, placement in a general education classroom is often paralleled with the assignment of a paraprofessional. Research suggests paraprofessional support can cause unintended adverse effects. The current study describes the social acceptance of students with severe disabilities who receive paraprofessional support and explores the intersection of social acceptance and paraprofessional support. Findings suggest students with severe disabilities who receive paraprofessional support have average levels of social acceptance and initial evidence that students receiving more frequent paraprofessional support have lower levels of social acceptance. Practical implications and suggestions for future research are discussed.