The importance of play in child development and the barriers that individuals with autism face regarding play skills requires us to identify specific interventions which can assist in the development of such skills. Stimulus pairing, which has been documented as a procedure by which an event comes to elicit a response by being paired with an event that elicits that response (Chance, 1998), may be of benefit during play activities. This study attempted to evaluate the influence of the use of Stimulus pairing procedures to pair typical children with preferred tangibles and activities. This study also sought to identify whether observational learning of play skills can be enhanced through the use of such pairing procedures. Stimulus pairing was applied in this study by pairing typically developing peers with preferred tangibles (edibles, toys, etc.) and activities. Following preference assessments, each child with autism was paired with a typically developing peer who possessed primary reinforcers. Data was collected on the number and quality of social interactions between the children with autism and their peers across a series of ten 90-minute play sessions. The duration of time spent on activities initiated by children with autism was also examined. Findings for one particular play group participant, Caitlyn, were analyzed to see if there were any significant changes in her peer play behaviors. Although Caitlyn did not engage in any independent peer approaches of requests during the first nine sessions of the play group, on the tenth session she spent nearly half the play group time engaged with peers in activities she initiated. Implications of the findings and recommendations for future research are discussed. (Contains 1 figure and 2 tables.)