The extent to which advance organizer instruction about social behavior could affect preschool children's social problem-solving abilities was investigated. The study followed a pretest, training, posttest, and delayed posttest format and included periods of observation of children's spontaneous social behaviors before, immediately following, and five weeks after instruction. An experimental group was formed of 20 preschoolers in a university's preschool lab, and a comparison group was formed of 20 children attending a community day care facility. Observers recorded the occurrence, sequence, and duration of single and simultaneous social interactions and vocalizations during free-play and snack-time situations at both schools. Target behaviors included cooperating, helping, sharing, taking turns, verbally resolving conflicts, and showing awareness of the feelings of others. Findings indicated that preschool children receiving advance organizer instruction on social problem solving strategies showed increased understanding of social problem solving processes and maintained improved understanding over time compared to the control group. The only behavior that seemed to be affected by advance organizer instruction was that of showing awareness of the feelings of others. The frequencies or durations of most spontaneous prosocial interactions in preschool classrooms seems not to have been directly affected by advance organizer instruction. (RH)