Peer problems and peer interventions have typically been the focus of research and interventions in the early teen years, when peer dynamics are found to relate most strongly to a host of behavioral, emotional, social and academic problems; but the seeds of interpersonal ineffectiveness are sewn several years prior and therefore interventions to address this problem should be provided to preteens. Yet, traditionally most interventions for children have had the adult clinician as the child's main partner in therapeutic efforts. We, the authors and members of the Group for the Study of Interpersonal Development at Harvard and the University of Texas at San Antonio, feel that other children can be much more influential in facilitating the growth of interpersonal competence. Of course, sometimes in the treatment of socially struggling children, they are involved in group counseling or play therapy. However, we feel such interventions provide only limited opportunities for children to put new self-awareness and social skills they may learn in these therapeutic modalities into action in authentic relationships with peers.