Children with complex communication needs confront many barriers to peer interaction and, without intervention, are at risk for social isolation, even in inclusive classrooms. The aims of this pilot study were to determine the feasibility of training a preschool teacher to implement a peer interaction intervention and to measure the impact on the participating children. The teacher in this study was taught to program an augmentative and alternative communication (AAC) app and to implement a peer interaction intervention. The teacher's positive perception of the training and intervention, along with the social improvements seen in this pilot study are promising. More research is needed to increase confidence in the effectiveness of this training to support teacher-implemented intervention and peer interaction in inclusive classrooms.