The purpose of this study is to investigate the effect of a peer-mediated intervention on preschool-aged emergent bilinguals’ and their peer buddies’ social interactions in the classroom. Three emergent bilinguals were paired with 3 English-only peer-buddies. Children were typically-developing and 3.9–5.2 years old. Each dyad was trained using an Invite-Play-Talk model, followed by 10, 20-minute-intervention play sessions. A staggered multiple baseline design across participants was used to measure the effect of this peer-mediated intervention on emergent bilingual and peer buddy interactions. Interactions were coded as verbal or nonverbal. (author abstract)