Playdates are a regular part of life of many preschool age children, and when a child with disabilities cannot participate in the typical playdates of childhood, they, and their parents, feel isolated and lonely. This article discusses different aspects of running successful playdates for children with autism and other developmental disabilities. Some practical aspects of the playdate, such as who makes an ideal playmate and how long the playdate should be, are explored. It then describes how to select appropriate social goals for the child with autism and suggests a variety of strategies for successfully achieving those goals. (Contains 1 figure.)