The present study was designed to investigate (a) which social skills were accepted as critical for success in inclusive classrooms according to the Turkish general classroom teachers and (b) whether the teachers' expectancies related to social skills of the students with and without disabilities differed. The importance dimension of the Social Skills Rating System-Social Skills test (SST) developed by Gresham and Elliott was administered to the 172 teachers in order to determine the social skills expectations for the students. Each teacher was asked to fill out two forms, one for the students with special needs (SSN) and the other for the average student (AS) of the classroom identified based on the teachers' views. To evaluate elementary school teachers' expectancies, the percentage of the teachers who scored each item of the SSS-T by giving 0, 1 and 2 were calculated and thus the social skills accepted as "not important," "important" and "critical" for success by the teachers were identified. In order to compare teachers' expectations for SSN and AS, Mann Whitney-U test was used. The results of the analysis indicated that most of the teachers thought that none of the social skills were critical for the school success of SSN whereas 13 social skills mostly from cooperation subscale of the social skills test were important for these students. By most of the teachers, 10 social skills mostly from assertiveness subscale were considered as critically important for AS. In addition, it was found that the teachers' social skills expectations for SSN are significantly less than their peers without special needs.