Constituting a secondary preventive intervention, 61 low SES preschool children attending four inner-city day care centers were provided a program of social skills building exercises. In contrast to primary preventive efforts that focus on a central concern, secondary prevention attends to potentially serious concomitant issues. In this study the central concern was the signs of social or behavioral difficulties some of the children exhibited. The secondary concern was the possibility that individuals selected for treatment might be negatively labelled or stigmatized if singled out. Therefore, entire classes were involved in the program and no child was publicly identified as a target of intervention. Teachers designated 18 children with nascent social or behavioral problems, and a comparison group of 18 non-target children was formed. Delivered to small groups consisting of target and non-target children, the intervention program provided reinforcement of appropriate social behaviors, modelling of prosocial behaviors, use of peer models, and behavioral rehearsal. At the beginning and end of the 8-month intervention, both target and non-target groups were observed 10 times. Results indicated that target children showed significant increases in interacting with other children and significant decreases in playing alone. Decreases were found in agressive behavior. Results were viewed with caution due to the study's lack of a control group. (RH)