This research examines the use of teaching triads to the classroom-wide implementation of "Stay, Play & Talk" a peer-mediated social skills program for children in an inclusive Kindergarten classroom in Ontario, Canada. This research used prompting through peers to increase initiations and responses between children identified as having social communicative difficulties and children who were typically developing. Utilising a single-subject, multiple-baseline across participants design, the research investigates the impact of a prompting through peers intervention during teaching triads on the number of utterances (defined as verbal communicative behaviour that is an initiation or response to a peer or adult) for three five-year-old participants identified as having social communication deficits. After exposure to the peer-mediated intervention, results indicate that all three participants demonstrated an increase in their social communication skills with their typically-developing peers.