For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components: instructional materials, student assessment, and teacher professional development. WHS was developed by the study authors. The study sample included 17 elementary schools in four school districts. Teachers were randomly assigned either to a WHS intervention group or to a comparison group. Teachers in the intervention group received training on the WHS intervention and were asked to use the intervention with students in their classrooms. This study is a well-executed randomized controlled trial with low sample attrition, and therefore, it meets WWC group design standards without reservations. Study authors examined the impact of WHS on student social skills using the Elementary School Behavioral Assessment (ESBA)--a teacher rating of students' classroom behaviors--and found statistically significant positive effects. The WWC confirmed these findings. The following are appended: (1) Study details; (2) Outcome measure for the social outcomes domain; and (3) Study findings for the social outcomes domain. A glossary of terms is also included. [The following study is the focus of this Single Study Review: Marquez, B., Marquez, J., Vincent, C., Pennefather, J., Sprague, J., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!, an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37(1), 137-161.]