Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection