Many students with complex disabilities (e.g., moderate and severe disabilities, autism spectrum disorder) require explicit instruction in social skills in order to respond to and initiate interaction with their peers. This article reviews the research on developing social skills groups to teach peer interactions for students with complex special needs disabilities, with an emphasis on students with ASD who have complex needs. The article discusses 10 steps for developing, implementing, and monitoring a social group for these students. The authors also offer suggestions for helping students transfer social skills to other settings and other social groups. (Contains 5 tables.)