This study identified and described teachers' perceptions of friendships between students with deafblindness and nondisabled peers. For students with disabilities, friendships provide an opportunity to develop, use, and maintain important social skills. Yet, for students with deafblindness there are unique problems and issues concerning communication and sensory functioning which influence the development of relationships. As a result, students with deafblindness are often isolated and socially segregated. While researchers and advocates recognize the importance of facilitating relationships for students with severe disabilities, many questions remain regarding what teachers think about peer relationships and what they perceive as effective in supporting their efforts to facilitate friendships. This study used a survey research methodology. Respondents rated how strongly they felt about issues regarding friendships using a self-administered questionnaire. A checklist of various forms of training and resources typically offered to teachers was also included and respondents identified items they perceived as effective. Demographic information was used to identify pertinent teacher characteristics for analyses. The questionnaire was administered to regular and special educators. Data were analyzed based on the responses of 187 questionnaires. The first two research questions identified components underlying teachers' attitudes toward friendship and methods for facilitating friendship. The third question examined the relationship between teacher characteristics and components of friendship. The last question examined the relationship between teacher characteristics and perceptions about the effectiveness of training and resources. This study found seven factors, or components, of teachers' attitudes toward friendship. Findings revealed that special educators held more positive attitudes than regular educators toward the components of friendship. Furthermore, while regular educators strongly favored working with a consultant, special educators strongly considered team teaching to be an effective form of support. Adapting the curriculum and modifying materials were also identified as effective supports. Outcomes of this study could lead to changes in the way support services and interventions are delivered to teachers. Since teachers bear the final responsibility for creating opportunities and environments that facilitate social inclusion, it is imperative that their concerns and suggestions be addressed in the development of training programs.