Individuals diagnosed with autism spectrum disorder (ASD) remain underrepresented in many core classes such as mathematics and science due to common characteristics that affect social interactions, behaviors, learning abilities, and communication. According to the DSM-5-TR (2013), a deficit in social communication, social reciprocity, and restricted, repetitive interests are common for those diagnosed with ASD, which makes their interactions with other people difficult. Individuals with ASD are often interested in specific topics or objects and demonstrate repetitive behaviors that can affect their everyday life. Other symptoms of ASD can also adversely affect their ability to participate in everyday activities compared to a typically developing or developed person (National Institute of Mental Health, 2023). Evidence-based practices (EBP) when implemented correctly and with fidelity can support greater inclusion for students with ASD. The authors present a research study on peer-mediated intervention's effectiveness for students with autism spectrum disorder.