Strong social skills are vital for successful functioning in life. Social skills can affect academic success, peer relationships, family relationships, employment, and extracurricular and leisure activities. Children and adolescents who display academic, social, and behavioral deficits are at risk for both short-term and long-term negative social and academic outcomes. Because of disability-specific deficits that lead to fewer interactions with peers and/or difficulty establishing meaningful relationships, children with disabilities are at a much greater risk for demonstrating poor social skills. Children need opportunities to learn social skills, practice those skills, and receive corrective feedback about their performance of those skills. Because music is an inherently social activity, the music classroom is an ideal place to help students develop or improve vital social skills. When looking at the specific social skills necessary for success in the class room setting, three primary skill areas emerge: (1) skills that help children relate to others (interpersonal behaviors); (2) skills that help children regulate themselves (self-related behaviors); and (3) skills that help children complete assigned tasks (task-related behaviors). This article presents a general social skills table which takes these three primary skill areas and provides specific skills under each area. In addition, it provides concrete behaviors that demonstrate each skill. This table can be used by educators to identify social skill behaviors that can be addressed in the music classroom. Activities incorporating the social skills are also provided. These activities are simple and practical ways to enhance social learning while also addressing musical concepts in the music classroom. (Contains 1 table.)