The social coaching and interactional style of Iranian-immigrant mothers residing in Northern California were studied in a cultural psychology framework for their contribution to preschool children's peer competence. Iranian-immigrant mothers' cultural values regarding childrearing practices were examined for their relation to mothers’ socialization style and practices. 20 mother-child dyads participated in two tasks either at home or at a designated preschool location; videotapes were coded for responsive interactional style in free play, and advice about illustrated peer dilemmas during the coaching session. Assessments of children’s social development were obtained from preschool teachers using a rating scale titled Social Competence and Behavior Evaluation-Preschool Edition (SCBE) (LaFreniere, & Dumas, 2003). Results indicated some small associations between mothers' coaching and responsive style to children’s peer competence. Some associations were found between mothers Cultural Beliefs System to social coaching and to responsive styles. A qualitative analysis of the data explored socialization strategies not captured by the quantitative evaluation.