Discipline of students in secondary schools is important in the outcome of learners. Majority of schools in Kenya have reported an increase in the level of indiscipline amongst its learners. This has become concerning to the stakeholders involved including parents, the government and others as a result of increased cases of tardiness, abuse of drugs, cultic organizations in schools, riots, theft and so many other cases of anti-social behavior. The purpose of this study was to investigate the social influence of social skill development interactive strategies on students’ discipline in secondary schools in Uasin Gishu County. Skinner’s model of behavior was used to guide the study. This study used descriptive research design for collecting both the qualitative and Quantative data. A sample of twenty three principals, thirty eight deputy principal and 376 teachers &students was used. Stratified sampling, simple random sampling and purposive sampling was used to pick out the respondents of questionnaires. The reliability of research instruments was done using Cronbach’s alpha [α]. SPSS version 22 was used to analyze the descriptive data and results presented using percentages, means, standard deviations and frequency tables. To conclude, social skill development interactive strategies plays an important role in promotion and management of student discipline. Teachers should focus on developing social skills among students, particularly those related to emotional management and conflict resolution. School administrators and teachers enforce school policies consistently to promote positive student behavior.