Currently, students in early childhood special education programs experience social isolation. To ameliorate the inappropriate behaviors that often contribute to this isolation, it is imperative that educators begin to include instruction in appropriate social interaction in the general education early childhood curriculum for children with disabilities. To meet this need, young children with disabilities are entitled to early intervention services under the federal Individuals With Disabilities Education Improvement Act (IDEA) legislation. Addressing the problem of children needing appropriate social interaction services during the early childhood years could reduce negative social outcomes for these children. Another important concern is that although many programs in early childhood promote social development, children with disabilities are often kept from participating in these activities. To address the needs of young children with disabilities, early childhood programs must ensure that children with disabilities engage in developmental activities based on social competencies. These competencies are an essential component of social skills in personal and educational growth. In this article, the authors address social competence, social isolation, and research-based interventions, and then explore the impact of not providing appropriate services for young children with disabilities in the area of social development. They also recommend future directions for the area of social competence.