This research study evaluated the efficacy of the "Bracken Basic Concept Scale-Revised" (BBCS-R; Bracken, 1998) and the "Bracken Concept Development Program" (BCDP; Bracken, 1986a) in a test-teach-test paradigm with students from a Head Start program. Prior to the intervention, 54 children were administered the BBCS-R and were divided into three groups, two of which received basic concept instruction. Once the intervention was completed, the children were reassessed with the BBCS-R. Posttest scores were calculated for each BBCS-R subtest and the Total Test and School Readiness Composites after controlling for the pretest scores. A MANOVA and sequential ANOVAs were conducted and proved a significantly higher performance of the two intervention groups compared to the control group. Effect sizes for five of the six BBCS-R subtests were classified as large, with the sixth (Time/Sequence) classified as medium. Discriminant function coefficients found that the Texture/Material subtest contributed the most to the detection of differences between the groups. However, no significant difference between the two intervention groups was found. (Contains 4 tables.)