Oebjectiv: This study was to investigate differences between social skills and academic achievement in students in integrated and regular schools in Qazvin province. Method: 200 students were sampled from population of exceptional children:85 five students from integrated schools, and 115 students from special education schools. These two groups were matched according to their demographics such as age, gender, grade, and level of disability. Social Skills Rating System (Gresham & Elliot, 1990) was used to assess social skills. Academic achievement of students was assessed with GPA of students and achievement section of Social Skills Rating System. Results: The finding of research indicated  that  there  was not a  significant  difference  between  social  skills  and academic  achievement of student in  the integrated schools and special education classes. However, there were significant differences in social skills between male and female students. Female students were higher both in social skills and academic achievement. Conclusion: This research displays that integration of exceptional children in regular schools, without consideration of influential factors, will not yield higher social skills and academic achievement in exceptional students.