This paper examines the role of social stories in fostering self-regulation and prosocial behavior among preadolescents. Drawing on narrative psychology and educational theory, it explores how storytelling supports identity construction, empathy, and the development of positive social interactions. The study highlights the capacity of social stories to strengthen emotional intelligence, problem-solving skills, and the ability to manage everyday challenges. Particular attention is given to the integration of prosocial values—such as reciprocity, respect, and collaboration—into learning environments. By connecting theoretical perspectives with educational practice, the paper emphasizes the importance of narrative-based interventions for promoting social-emotional growth in preadolescents and preparing them for more constructive participation in society.