Students with disabilities often grow up in settings that limit social interactions, promote dependency, and experience limited opportunities to interact with typically developing students (Britner et al., 2006). These limitations are often no different in school music classrooms. Researchers have found, however, that when students with disabilities engage in learning that is designed to meet their needs, successful learning experiences occur in music classrooms (Draper, 2023; Van Weelden et al., 2017). Successful learning needs may include elevating knowledge of subject matter and an increase in social interactions with typically developing peers. One instructional technique that can help students with disabilities to experience successful learning experiences is peer mentoring (Jellison, 2015). Peer mentoring can include hierarchical learning structures where a more knowledgeable peer mentors a less knowledgeable peer, (Author, Date) or peers considered to be of similar knowledge and skill levels mentoring each other (Johnson, 2017). When students share and learn knowledge with each other, the instructional technique of peer mentoring helps to create a learning environment for greater academic achievement, and meaningful social interactions between students with disabilities and typically developing students. Drawing on the social ecological model of disability as a theoretical framework (Shogren et al., 2017), in which findings from education research are contextualized with music education research, this review of literature focuses on how music teachers can create learning environments that accommodate the needs of students with disabilities. Music teachers play a vital role in creating meaningful learning experiences and peer mentoring for students with disabilities, including interactions with typically developing students and how all students share their knowledge with each other in the classroom. When students with disabilities and typically developing students engage in peer mentoring, meaningful learning can occur and contribute to heightened learning of subject matter and increased social interactions when engaged in peer mentoring. Implications from this review include how music teachers can use these findings in school music classrooms to create meaningful learning opportunities and interactions for students with disabilities and typically developing students.