The social competence of 68 preschool children, including special education, at-risk, and control Ss, was examined to determine whether at-risk Ss would differ from comparison children in social skills and acceptance by peers. Teacher ratings of social skills were reported on the California Preschool Social Competency Scale while peer and self-ratings of social acceptance were measured on an adapted picture sociometric technique. Results revealed that teachers' ratings of social skills were significantly different across groups. Ss at risk in the mainstream were judged significantly more competent socially than Ss in special education, but significantly less capable than control Ss. Peers viewed children in much the same way as teachers, and self-ratings of preschoolers were not significantly correlated with either social skills or social acceptance by the peer group. Findings supported the need for early recognition of social problems and subsequent training prior to elementary school. Intervention strategies are briefly reviewed. (CL)