This study examined whether brief priming sessions (i.e., previewing activities with an adult ahead of time) would increase the rate of initiations made by children with autism to peers in inclusive settings. A multiple baseline across participants design assessed changes in rate of initiations, as well as statements reflecting target child competence and positive affect. Following priming, all four participants with autism demonstrated increased rates of peer initiations, and they generalized these gains to unprimed activities. Children with autism and peers also verbalized statements reflecting the competence of the child with autism and exhibited stable or improved levels of positive affect. Results are discussed in terms of theoretical and practical implications for future research and clinical care.