Social skill acquisition is an essential step in young children's development with lasting implications for the quality of social experiences throughout life. Difficulties with social skill acquisition may be related to delays in physical development, communication methods, and/or social awareness that limit one's ability to progress along a typical social developmental trajectory. These limitations may contribute to social delays that lead young children with disabilities to fall behind their typically developing peers beginning as early as birth. Teaching social skills to young children with disabilities as early as possible may help to develop a foundation on which appropriate social behaviors can develop. Early childhood special education (ECSE) classrooms provide a natural environment for implementing effective social skill interventions. Whether ECSE classrooms include typically developing children, opportunities for social interaction are abundant. In this article, the authors introduce intervention strategies for increasing social competence in young children enrolled in ECSE classrooms. (Contains 4 tables.)