Preliminary findings are reported from a study examining changes in preschool-aged child communication skill occurring when parents were trained to apply one of two procedures: milieu teaching and responsive-interactive teaching. Three families participated in milieu language training in which the adult uses naturally occurring situations as opportunities to teach language, and three families participated in responsive interaction training, which aims to enhance the quality and richness of parent-child communication as a basis for stimulating child language development. Results suggest that parents can learn to use the milieu and responsive interaction procedures and that children derive benefits from increased parent competence in communicating with their children. While milieu teaching appears more useful in developing specific language targets, response interaction shows some evidence of stimulating general child language behaviors. It is concluded that a hybrid intervention that blends the effective components of milieu and responsive interaction would be optimal. (JDD)