One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development and, therefore, are a main focus for early childhood educators (Dickinson & Tabors, 2001; Neuman, 2006). Knowing how to quickly recognize and visually discriminate letters plays a direct role in a child's ability to acquire the basic literacy skills necessary for academic success (Shidler & Harrigan, 2010). This article addresses the importance of alphabet knowledge in early literacy development and suggests peer-mediated intervention (PMI) as an evidence-based intervention strategy helping educators to promote alphabet knowledge and social skills among young children with disabilities.