Abstract The literature shows that retirement can bring both positive and negative effects. However, there are few tested interventions for preparing workers for this transition and avoiding or minimizing its negative impacts. This paper presents a study with multiple groups that examined the social validity of an intervention for retirement education grounded in contextual behavioral science and acceptance and commitment therapy. Twenty-seven workers aged 29 to 65 divided into three intervention groups participated (group 1, N = 15; group 2, N = 9; group 3, N = 3). According to the participants' evaluations, the intervention provided socially valid goals, socially acceptable procedures, and socially important effects. However, some improvements are still needed, such as the use of more dynamic methods, better formatted printed material, and increased fidelity between the content's implementation and the prescribed activities. The positive results indicate that contextual behavioral science may bolster the development of interventions whose components possess evidence for their social validity. The further evaluation of the intervention via a clinical trial study will offer more robust evidence for its effectiveness. It is hoped that by increasing the availability of theory-based interventions in this area, the present study will promote valid strategies to facilitate better adjustment to retirement.