This report describes a classroom intervention for improving the social skills of fourth-grade students in an urban school. Children in the school were exhibiting poor social skills, as evidenced by lapses in self-discipline and by incidences of inappropriate behavior as noted by teacher observation and anecdotal records. After examining the problem, it was concluded that the students lacked exposure to appropriate social skills, possessed low self-esteem, displayed little empathy for others, and needed experience in problem solving. After reviewing the literature on these difficulties, an action plan was developed that incorporated two approaches: cooperative learning and the use of the Second Step Violence-Prevention Curriculum. Students were evaluated through a variety of methods, including social skills questionnaires, informal class assessments, and journal entries. The intervention began on the first day of school and the need for appropriate social skills was emphasized in all aspects of the school day. The social skills required for successful cooperative learning improved in varying degrees throughout the intervention. It was concluded that social skills must be purposely taught and integrated into the curriculum at all grade levels. Ten appendices provide examples of surveys, questionnaires, and other materials used for the intervention. Contains 22 references. (RJM)