This paper reports to two experiments designed to develop a behavioral procedure to teach young children emergency dialing skills. Experiment 1 evaluated the effects of a behavioral procedure administered by the classroom teachers. In the classrooms training focused upon making phone calls in emergency situations. Six steps in emergency dialing were taught to young children in a period ranging from 7 to 15 days. Three conditions were compared: behavioral training, teacher-devised training, and no training. The conditions were administered to six classes at two different schools. The subjects were 33 males and 27 female children (mean age = 5 years, 1 month; range = 3 years to 6 years). The behavioral training program led to significantly greater improvements in emergency dialing skills when compared to teacher-devised and no-training conditions. Experiment 2 examined a discrimination training procedure with selected subjects from Experiment 1 to ensure that the children not only knew how to make the emergency phone calls but also knew when to make them, i.e., under what conditions. Training on when to make emergency telephone calls was provided over a 30-day period. In a multiple-baseline design across children, training improved performance in discriminating when to make the phone calls. While the results do not necessarily reflect changes in overt behavior outside of the context of training, this study demonstrates the effects of behavioral intervention on young children's emergency dialing. (Author/RH)