Current research related to school gardening focuses primarily on positive changes to student physical health and providing rich environments in which students can learn. Specifically, available literature is focused on student eating habits and vegetable consumption quantities as well as the levels of physical activity in conjunction to participation in school gardening experiences. Current research additionally focuses on knowledge acquisition, especially in the areas of science and math, with a cursory nod to the development of interpersonal skills acquired from participating in a school garden. The vast majority of research however, takes place in the general education setting with typically developing and non-disabled children. The purpose of this study it to examine the effects, if any exist, that the application of classroom gardening experience would have on the self-contained, special education student. While gardening has long been recognized as a therapeutic activity or hobby which can have many positive benefits including increased physical activity, decreased stress level, and healthier eating habits; little research has been designed to ascertain the impacts of gardening on social skill development. Observational data were collected on the presence of specific social skills and cues used in a class of elementary students who have been identified as having a disability. Although the participant population is limited in number, all students were given the opportunity to participate in several gardening experiences. Overall, this study established a positive correlation between participation in classroom gardening experiences and the independent display of desirable social skills in the self-contained special education student participants.--Abstract