This study examined how 30 general education and 30 special education elementary grade teachers rated the importance of social skills to classroom success and positive relationships of children with learning disabilities, and also considered how teachers determine ratings of difficulty of acquisition of social skills by children with learning disabilities. A 140-item social skills survey instrument was developed and administered. The three highest ranked social skills by both groups of teachers combined were: (1) "accepts consequences of wrongdoing"; (2) "follows written directions"; and (3) "completes assigned academic work." The three behaviors given the highest difficulty ratings by teachers were: (1) "ignores distractions from peers when doing seatwork assignments"; (2)"finds productive use of time while waiting for teacher assistance"; and (3) "continues working on a difficult task until it is completed." Some differences were found between special education teachers and general education teachers in their ratings of skill importance and difficulty in acquisition. The study also found that both groups of teachers viewed social skills primarily in academic terms. (Contains 11 references.) (DB)