The twofold purpose of this article is to highlight the importance of fostering social competence within inclusive preschool programs and to describe a model for training teachers in research-based social facilitation strategies so as to promote social interaction between children with and without disabilities. This model was developed to address the theory to practice gap by helping pre-service teachers not only acquire skills but also apply their new skills and evaluate their application. The authors' aim is to help teacher preparation faculty and school administrators (e.g., preschool directors) utilize this model as a means of enhancing teachers' skills for improving the social experiences and development of their students. The strategies presented in this article on facilitating social interactions provide teachers with support for creating a socially rich environment for all young children.