The purposes of the study reported here were to investigate the social competence of students aged from six to 12, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multi-age grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multi-age classroom, the social skills training (SST) gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interest to learn.