Preschool students are expelled from educational settings at higher rates than any other students, and this may serve to be problematic across their lifespan. One of the primary reasons reported is due to their display of social behavioral problems within the preschool classroom. A historical review of social behavioral interventions for preschool children in classroom settings was provided. Moreover, a meta-analysis of recent evidenced-based social behavioral interventions for children with and without disabilities in preschool classrooms was conducted. In addition, 10 research questions were addressed that included the identification of studies using the most rigorous designs. Results from 14 studies in 12 peer-reviewed journals (2007–2017) were provided that indicated variations in range and scientific rigor with two studies meeting the highest standards of rigor. Suggestions for future research were offered. (author abstract)