Children with developmental disabilities face many difficulties surrounding friendships and building lasting relationships (Geisthardt et al., 2002). Children with developmental disabilities are less likely to gain success when initiating a social interaction, have smaller social circles, are less accepted by other children with disabilities and typically developing peers, and have lower quality friendships (Guralnick 1997; Kasari et al., 2011). There is a lack of literature specifically focused on making and keeping friendships among children with developmental disabilities. Of those studies, researchers concentrated on peer status and acceptance of children with developmental disabilities, rather than on their friendships (Webster & Carter, 2007). There were four research aims for this study. Research aims one and two sought to determine if age starting intervention services and/or participation in after school activities were related to better friend-making. Research aim three examined how disability type impacted making and keeping friendships. Research aim four sought to determine what interactions, if any, played a role in making and keeping friendships. Age at the start of intervention services was not a significant predictor of difficulty making and keeping friendships. Participation in activities outside of school was found to decrease the odds of difficulties making friends. The findings of this study illuminate various factors of socialization, as well as barriers, for children with disabilities. These results will serve as a catalyst for larger conversations about accessible spaces and environments to encourage socialization and friendships for children with developmental disabilities.