This investigation examined the effectiveness of positive peer reporting (PPR) on increasing the social involvement behavior and peer acceptance of four socially withdrawn children within a general education setting. PPR is a social skills intervention where children are taught how to publicly praise a target classmate\u27s appropriate behavior. The positive peer reporting procedure was implemented daily by each participant\u27s classroom teacher and its effects were observed during recess using behavioral observations. The results indicated that PPR had no effect on peer status. However, results from the behavioral observations indicated that three of the participants exhibited higher rates of social involvement behavior after the procedure was implemented. Additional findings and implications for future research are also discussed