Concerns regarding social competence skills in preschool and kindergarten students and the impact to the disruption of learning within the classroom is a growing area of concern within public schools. Decreased social competence skills lead to increased difficulty in engagement and cooperation in the classroom, disrupting the learning environment for all students. Traditional transition practices involve minimal collaboration between preschool and kindergarten teachers in regard to support and expectations for social competence skills at the various levels. This quasi-experimental study focused specifically on the use of cross-grade level instructional rounds to improve teachers' efficacy in supporting social competence skills of young learners. The between groups study included seven preschool and eight kindergarten teachers in a suburban Midwestern public school district, who participated in cross-grade level instructional round sessions. The preschool and kindergarten teachers' participation in the cross-grade level instructional round sessions provided the opportunity for observation, reflection, collaboration, and development of action steps to improve the teaching and support of social competence skills of young learners during the preschool to kindergarten transition. Behavior referral data was analyzed to determine the potential impact of various levels of participation on student referrals. Levels of participation were differentiated by the amount of time students were exposed to teachers who participated in the cross-grade level instructional round experience. Teacher participants' questionnaire results were also analyzed to determine the impact of the intervention on teacher efficacy to support student social competence skills following participation in the cross-grade level instructional round sessions. Results of the study supported a positive correlation between a participant's perceptions of the effectiveness of cross-grade level instructional rounds and participant perceptions of the effectiveness of using cross-grade level instructional rounds to improve social competence skills of children. Students whose preschool teacher participated in cross-grade level instructional round sessions demonstrated a statistically significant decrease in referrals post-intervention when compared to students whose kindergarten teacher participated in cross-grade level instructional rounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]