This article focuses on interpersonal problem solving as a way of enhancing the social competence of young children. While many children acquire strategies for interacting positively with others and need no specific intervention, some children have difficulty in acquiring or displaying successful interpersonal problem solving skills. When children have only one way of interacting, they lack the flexibility needed to adjust successfully to novel social situations. As the child's range of strategies for successfully interacting with others increases so does the likelihood for interpersonal success. The purpose of many interpersonal problem solving training programs is to increase the child's effectiveness in dealing successfully with others across a range of situations. In this paper,several training programs are reviewed and Ridley and Vaughn's (1982) model for teaching interpersonal problem solving skills is discussed. The model has seven components, each of which is briefly described: goal identification, cue sensitivity, empathy, alternative thinking, consequential thinking, procedural thinking, and integration. In conclusion, evaluating the efficacy of teaching interpersonal problem solving to young children is discussed and the need for further research is pointed out. (Author/RH)