A method for improving the vocabulary development of low-income children was studied. The method involved the used of specially devised toy situations as a medium of teacher-student communication. Two representative Toy-Talk Contexts were developed. Twenty-four children attending kindergarten at an inner-city school were the subjects in the study, representing the highest and the lowest scores on the Torrance Test of Creative Thinking. The children were given two Vocabulary Pre-Tests, one for each toy context, consisting of words relating to the toy contexts. Three Toy-Talk Play Interactions were conducted simultaneously in segments of 10 minutes each. Success was determined by the child's behavioral or verbal recognition of the selected words. The survey of the data showed that the only variable which was significant in the vocabulary development was that of verbal fluency. Low verbal fluency children gained significantly in the familiar context. It is concluded that the Toy-Talk process is a useful means for improving the vocabulary development of inner-city children. (Author/DB)