The educational significance of extracurricular activities is widely recognized. Numerous studies have shown that extracurricular activities have a positive impact on various areas of development. Although the role and benefits of extracurricular activities have often been the subject of research, at home and abroad, their importance for children with developmental disabilities has been neglected. The purpose of this research was to gain insight into the experiences of students with developmental disabilities about the importance of participation in extracurricular activities, in the areas of peer relationships, self-awareness, social awareness, emotional well-being, interest development, academic success, and motivation for school. The participants of this research were students with developmental disabilities from an elementary school, fourth through eighth grade, who participated in at least one extracurricular activity. Students of both genders participated, three of whom were female and four of whom were male. This research was qualitative study. Data were collected through semi-structured interviews with questions created specifically for this research. Method chosen for data processing was thematic analysis. The data analysis resulted in nine thematic areas with associated themes and subthemes: Peer relationships, Self-awareness, Social awareness, Emotional well-being, Interest development, Academic success, Motivation for school, Motivation for extracurricular activities and Benefit for everyday life. The results obtained showed that the participants perceive the positive significance of extracurricular activities in almost all areas. Such findings are largely consistent with previous research on extracurricular activities of students without disabilities. Also, an insight into the overall experience with extracurricular activities showed that the participants have very positive experiences and that extracurricular activities are an important area in their lives. Based on the results obtained and a review of research in this area, universal guidelines for parents and teachers were proposed to enable students with developmental disabilities to participate equally in extracurricular activities and to create conditions that would maximise their development.