This paper reports findings from a study of social adjustments in the face-to-face interactions of four highly original preschool children, and suggests a framework for guiding the social development of gifted and talented young children. Descriptions of the four students' behavior patterns demonstrate the social adjustments they employed in relations with their classmates. Behaviors presented by the four children included a reluctance to join previously established groups, leading to solitary play for long periods of time; reliance on compliance and helpfulness in ways that may limit the development of other approaches to handling interpersonal situations; preoccupation with dominating others; and excessive use of imagination as a social tool. Four teacher roles are outlined that provide opportunities to guide children's social development, including: establishing classroom contexts, modeling appropriate behaviors, coaching effective strategies, and teaching social awareness. Applications of the teacher role-set ideas are demonstrated, using the four target children as examples. (JDD)