This article explores how teachers can foster an environment that facilitates social problem solving when toddlers experience conflict, emotional dysregulation, and aggression. This article examines differences in child development and self-regulation outcomes when teachers engage in problem solving "for" toddlers and problem solving "with" toddlers. It also reviews teacher practices aimed at preventing problems. The article suggests a paradigm shift from perceiving social challenges as toddler problems to viewing such situations as problem solving opportunities. The article concludes by applying these principles to an actual classroom dispute among toddlers.