A mixed methods randomized control trial (RCT) was employed to investigate the social validity ratings (i.e., acceptability, appropriateness, and feasibility) of middle-school students using an innovative program of virtual social scenarios called VOISS (Virtual reality (VR) Opportunities to Integrate Social Skills) compared to an evidence-based, video modeling intervention, PEERS (Program for the Education and Enrichment of Relational Skills). Participants within ten classrooms in four states were randomly assigned to VOISS (N=60) and PEERS (N=60). In both conditions, participants experienced an estimated 300 minutes of the intervention spread over two to four months. All participants were given an adapted Children's Intervention Rating Profile (CIRP), the Intervention Appropriateness Measure (IAM), and the Feasibility of Intervention Measure (FIM) to determine their ratings of each intervention's acceptability, feasibility, and appropriateness. Results of statistical significance reveal that VOISS provides an effective and socially valid means of delivering social communication instruction to middle-school students.