The purpose of the current investigation was to assess the relationship between the integrity with which social skills interventions were implemented in early childhood special education classrooms and 3 factors: teacher ratings of intervention acceptability, consultative support for implementation, and individual child outcomes. Sixteen early childhood special education teachers were randomly divided into two groups: training only and training with consultative support. Each teacher selected 1 of 4 standardized intervention packages for implementation. Prior to implementation, teachers were asked to complete a survey questionnaire designed to assess their acceptability ratings for individual components of the intervention package. Children receiving intervention participated in free play sessions, structured play sessions, direct-instruction sessions, and role play sessions. Observational data collection techniques were used to assess the integrity with which intervention components were implemented and, following intervention, the social interaction behaviors of participating children. Positive correlations between intervention integrity and both overall amount of intervention provided and child outcome were found. Results also indicated that teacher ratings of intervention acceptability were weak predictors of subsequent intervention integrity and consultative support did not systematically affect intervention integrity.