To date, the empirical support for the use of social story interventions for children with Asperger syndrome (AS) is small. The purpose of this study was to examine the effects of individualized social story interventions on the social behavior of three children with AS. Using a multiple-baseline-across-participants design, social stories were implemented, and direct observations of the participants' identified target behaviors were conducted three times per week during unstructured school activities (e.g., recess). Data revealed an increase in the social behavior of two of the three participants when the treatment was implemented. Unfortunately, maintenance of target behaviors was not observed. These data provide some initial support for the use of social stories to teach social skills to children diagnosed with AS. However, failure to demonstrate skill maintenance and poor results for one participant highlight possible limitations of the social story intervention and suggest a strong need for further research. Recommendations for future research endeavors and the potential benefits of social story interventions are discussed. (Contains 3 figures and 2 tables.)