Social skills, such as peer play and empathy, are foundational to children’s development in early childhood. However, children with visual impairments face barriers to the development of social skills. To help children with visual impairments overcome these barriers, early childhood inclusion programs provide opportunities for sighted children and children with visual impairment to interact and learn from one another. Therefore, the current study examines three research questions for sighted children and children with visual impairments participating in an early childhood inclusion program: (1) How do teacher-reported empathy and peer play skills change from fall to spring? (2) Does teacher-reported peer play in the fall predict children’s empathy skills in the spring? (3) Does visual impairment status moderate the association between children’s peer play and empathy skills? (author abstract)