This study examined cultural differences in the amount and type of maternal scaffolding of children's learning and their effects of scaffolding on children's independent performance across two distinct activities: goal-directed versus free play. Twenty Iranian-American and 20 Anglo-American mothers with their preschool children participated in this study. Analyses of maternal scaffolding revealed that Iranian mothers were more directive in their teaching strategies than Anglo-American mothers were in the goal-directed activity. These differences disappeared in free play. Maternal sensitivity was examined in relation to task demand and children's level of competence. No cultural differences were observed between the two groups of mothers. However, both groups altered their teaching strategies to adjust to the task demands as well as to the children's level of competence. An examination of children's independent performance revealed no cultural differences. Both groups of children performed equally well. The results of this study highlight the importance of culture, nature of task, and child's effect in mothers' construction and application of teaching strategies. (Author/MOK)