The move to a more integrated setting for preschool classrooms has become a primary choice in the education of young children. The current research suggests that inclusion at the preschool level has a social impact on the behaviors of young children. Studies examining child play preference and attitudes towards children with disabilities have encouraged more research on inclusive preschool classrooms from a social development perspective. This study focuses on the types of behaviors and and social play initiated by general education students in an integrated preschool setting. The setting for this study is a inclusive classroom where the day is divided between inclusion and independent class time. An analysis of data collected through observations in a preschool classroom indicated that those behaviors initiated by general education students were typically cooperative in nature with a higher frequency of modeling behavior occurring during those interactions initiated by a general education student towards a classmate with special needs. This research project is the first stage in an avenue of research focusing on the field of early childhood inclusion and the effects of environment on student social development. Appended are: (1) Parental?Assent?Form; (2) Social and Behavioral Interactions Preschool Inclusive Classroom Observation Log; (3) Survey?on?Preschool?Inclusion; and (4) Data Analysis-Tally Sheet/Frequency of Behaviors. (Contains 2 tables.) [M.S. Capstone Project, Keuka College.]