The purpose of this study was to assess the effectiveness of a Social Story [TM] intervention in teaching a young child with hyperlexia to appropriately obtain the attention of his peers. The Social Story intervention consisted of verbal and visual cues incorporated into an age-appropriate storybook format. Attempting to obtain the attention of a peer was defined as either saying a peer's name or looking at the face of a peer while talking. A multiple baseline across settings design was used to evaluate the efficacy of the intervention. The results of the study indicated that the Social Story was effective in increasing the two target behaviors across three settings within an inclusive school. Implications for researchers and practitioners are discussed.