According to Shores and Jack (1996), children and youth are identified as having behavioral disorders based on their excesses and their deficits of social behavior. They respond to available social stimuli in unpredictable ways. The teaching of social skills should be an integral part of any program for E/BD students. E/BD teachers work on developing students' skills in reading, and writing, but fail to spend time in the direct teaching of social skills. Mathur and Rutherford (1996) define social skills as socially acceptable patterns of behaviors that allow students to gain social reinforcement and acceptance and avoid aversive social situations. They believe that the purpose of training in social skills should not be restricted to teaching a specific social skill in one context but should be to promote overall social functioning that includes a wide repertoire of social skills that produce socially acceptable responses in various social situations. This article discusses the critical components of social skills training, utilizing a multifaceted approach. Those components include the following: (1) direct instruction; (2) the teachable moment; (3) the teacher as a role model for appropriate social skills; (4) recognition of appropriate social skills throughout the day; (5) special group projects; (6) conflict resolution; and (7) teaching self-management, including social skills strategies and anger management. This article also discusses the selection of social skills materials for the classroom.