During the past two decades, a growing body of evidence has demonstrated that socially skilled behavior during childhood and preadolescence seems to be a prerequisite for the development and elaboration of an individual's later interpersonal skills repertoire, and lack of social skills is a strong predictor of later social, behavioral, and emotional adjustment problems. In the literature, screening and assessment are frequently cited as essential foundations for effective intervention in social and behavioral problems of children and preadolescents. Therefore, assessing social skills seems potentially beneficial and a valuable tool for screening and identifying children and preadolescents at risk to prevent the occurrence of the more serious problems in future years. Although the literature on social skills assessment has provided tremendous, technically sophisticated rating scales designed for use by teachers and school counselors, teachers and school counselors in Turkey are still face with some significant assessment challenges since there has been no developed valid instrument to identify the social skill problems of children and preadolescents, and to utilize the system as a guide in designing social skills interventions. Hence, developing a valid measure for identifying the perceived social skill dimensions of Turkish preadolescents will be the initial step to overcome the assessment difficulties. In addition, most of the research results indicated that multi-method assessment is necessary to overcome the weaknesses of using a single method, and children's/youths, their teachers', and parents' social skill perceptions should be assessed. Therefore, the major purpose of this study is twofold: to determine the dimensions of social skills of Turkish preadolescents as perceived by students, teachers and parents, and to document the psychometric procedures used to design and develop the social skills rating instrument and its scales. The sample consisted of 382 (170 females and 212 males) 6th and 7th grade level students, their parents and teachers from 4 public primary schools in different regions of Ankara. These participating schools were selected on the basis of their representation of different socioeconomic levels. The Social Skills Rating Scale- Student, Teacher, Parent Forms, which were developed and pilot tested by the researcher, used to collect the data. The student and teacher forms of the scale consist of 42, and the parent form consists of 40 social skills items. In all forms, social skills are rated on a five point Likert type scale from 5 (always) to 1 (never). Three separate Principal Components Analyses with varimax rotation were employed to the data obtained from students', teachers', and parents' rating forms. Factors with Eigenvalues above 1 were identified, and items clustered within each dimension were examined in terms of their content. The results revealed that there were some similarities among students, teachers, and parents in the perceived dimensions of Social Skills Rating Scale (SSRS). Students perceived social skills in academic, emotion, assertion, conflict management, accepting consequences, and initiation dimensions. The teachers perceived the social skill of 6th and 7th grade primary school students in academic, conflict management, emotion, and assertion dimensions. The parents perceived the social skills of their children in conflict management, emotion, academic, politeness, and assertion dimensions. The dimensions -academic, emotion, assertion, and conflict management-appeared in the three forms seem to be relevant to the construct of social skill, are mostly supported by the literature, and reflect age appropriate behavioral content. Furthermore, the analyses have also demonstrated that the Social Skills Rating Scale-Student, Teacher, and Parent Forms appear to have substantial utility in assessing 6th and 7th grade level Turkish primary school students' social skills.