Possessing social and problem-solving skills is essential for successful performance in life. The family and educational system can equip students with these vital skills. This study was carried out to determine the relationship between the family environment, social skills, and problem solving among female students. The research method was descriptive-correlational and the statistical population was comprised of all 511 female students studying in Qom vocational schools in 2017-18 school year. The drawn sample was selected through random multistage sampling method and the sample size was determined based on Morgan table. It is worth mentioning that in order to prevent sampling attrition the sample size was determined to be 240. The instruments included Family Environment Scale (Moos & Moos, 2009), the Teenage Inventory of Social Skills (Inderbitzen & Foster, 1992), and Social Problem Solving Questionnaire (D’Zurilla et al., 2002). For the purpose of data analysis, descriptive and inferential statistics were used. The results showed that there was a positive significant relationship between family environment, social skills and problem solving skill (positive and rational orientations); however, significant relationships were not observed between the components of negative, avoidance and impulsive orientations. Accordingly, it is suggested that specific training programs be designed for the promotion of these two psychological variables among students.