The purpose of this exploratory study was to determine the impact that social narrative intervention has on the behavioral, academic, and social skills development of preschool students with disabilities in comparison to their nondisabled peers. The study participants included 12 students, six students with disabilities and six typically developing peers, which range in age from four to five. The study was conducted in an early childhood program located in a southern metropolitan elementary school. Pre- and post-intervention behavior rating scales and academic assessments were used to determine the effectiveness of the intervention which occurred over a four-week period. Although the results of the study did not indicate statistically significant evidence, possible implications for future use are indicated as slightly positive improvements in both study groups were noted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]