The purpose of this action research project is to determine the impact of explicit instruction of peer-mediated strategies for students who have disabilities but who are not on the autism spectrum in the inclusive preschool classroom environment. There has been a large amount of research surrounding peer-mediated strategies and how students on the autism spectrum benefit from it, but there has been very minimal research that includes students with disabilities who are not on the spectrum. Data was collected to determine what the effect that this intervention had on four students in the areas of social behavior and social communication. The data was collected based on each child’s Individual Education Plan progress monitoring procedure. Analysis of the data collected over a six week period suggest that explicit peer-mediated strategy instruction had a positive impact on student behaviors in the areas of social behavior and social communication. Further studies would benefit from this information in order to expand knowledge around peer-mediated instruction and disabilities, especially at the kindergarten level.