Teachers often encounter students who present with both academic deficits and social-behavioral difficulties. Deficiencies in basic academic skills can eventually lead students to be excluded from general education classrooms, while a lack of appropriate social skills affects not only their development of advanced communicative abilities, but also further exacerbates their isolation from peers. Both of these deficit areas are strong predictors of later problems in life. Fluency training, with its emphasis on ?the student knows best? approach, offers alternate strategies for addressing these issues. Fluency training has been found to increase acquisition and retention of both component and composite skills. This presentation examines how fluency training in combination with other treatments can improve a basic academic skill (i.e., oral reading and comprehension) and social skills in young children with developmental disabilities. Results will be discussed with respect to the retention, endurance, and application of these skills in classroom settings.