Social skills training (SST) is a topic of great importance in the field of autism as social skill deficits are a prominent feature of autism spectrum disorders (ASD). Improving and/or facilitating the acquisition and performance of social skills across multiple settings should be the primary purpose of SST. Unfortunately, few children receive SST as an integral part of their treatment and educational programming. To make matters worse, those youth who are receiving SST may not be benefitting from the programming. This article focuses on how to implement systematic social skills programming and outlines a program that systematically delivers social skills instruction to children with ASD. The article discusses the structure, format, procedures, and methods used at the Social Skills Research Center (SSRC) to teach social skills and measure the social outcomes of youth with ASD. The primary purpose of the article is to provide a model for practitioners seeking to deliver systematic social skills programming to children with ASD. The collective outcomes of children participating in the SSRC program over the course of a 15-month period are presented. The purpose of presenting these data is to provide an example of how to use data to evaluate overall program effectiveness and to make programming modifications. The article concludes with a discussion of clinical observations gleaned from the analysis of these data. (Contains 6 figures and 1 table.)