Social withdrawal is one symptom displayed by students categorized as "internalizers," who may also experience anxiety and depression. These are the quiet, invisible students. Internalizing disorders can negatively affect a student's academic performance, physical health, future psychological adjustment, and employment opportunities. Supportive peers can help increase the positive interactions of the withdrawn student. Most recently, positive peer reporting (PPR) has been used to treat socially withdrawn behavior in elementary school students. PPR involves teaching classmates to notice and publicly praise a specific, targeted peer's prosocial behavior, then reinforcing students for reporting these behaviors. Although PPR has shown positive effects on elementary students, the effects of peer-written praise on withdrawn junior high school students have not been explored. Given that the middle-school years often mark the beginning of many school-related behaviors leading to academic failure, school dropout, and increased emotional concerns for many students, a practice to increase the social involvement of withdrawn students in middle school seems warranted. Secondary students reported that verbal teacher praise in the presence of peers can be uncomfortable and that they prefer quiet teacher praise. Adolescents may prefer and respond more positively to written peer praise over verbal peer praise. In this article, the authors describe how peer praise notes (PPNs) were used to increase the social interactions of three withdrawn students at risk for emotional and behavioral disorders. The authors encourage teachers to consider implementing this practice in their classrooms. (Contains 5 figures.)