The purpose of this study was to add to the existing body of literature regarding the efficacy of teaching social skills to children with developmental delays. Following pre-intervention measures, seven children with developmental delays participated in 10 weeks of intervention. The children participated in two 30 minute social skills training sessions per week. The lessons included: saying hello and good-bye, sharing, making requests, saying no nicely, listening, saying thank you, saying I'm sorry, talking about nice things, cleaning up and making the best choices. Topics were introduced and then presented in picture format; songs and social stories about the target behavior were also presented. The participants then engaged in a variety of games, art activities and coloring pages to present the lesson through all modalities. Post-intervention data were then collected. According to the results of a t-test, the following skills were significantly different from pre-intervention to post-intervention: saying thank you, saying hello, talking about nice things and sharing. As a result of the combination of the social skills curriculum and social stories, the participants learned particular social skills that will benefit their relationships with others and allow them to communicate appropriately in daily social situations.