Research suggests that the use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Although many children develop these positive social skills naturally, some children do not. Children who are withdrawn as well as young children with mental retardation, autism, conduct problems, and emotional disturbances often have difficulty interacting appropriately with their peers and are thus at risk for later social problems. By teaching children appropriate social skills, providing them with willing and accepting peers to use the skills with, and creating opportunities for children to practice these skills, teachers can improve all children's social behaviors, potentially for a lifetime. This "What Works Brief" presents strategies for teaching children appropriate social skills in a simple format that answers the following questions: (1) What are positive social interactions? (2) Who are the children who have participated in research on teaching peers to promote social interactions? (3) Why is it important to teach positive social skills? (4) Where do I find information on implementing this practice? and (5) What is the scientific basis for this practice? The brief contains vignettes that illustrate how specific strategies might be used and includes a one page summary handout for practitioners and families. (SG)