Effective intraverbal responding often requires control by multiple elements of a verbal stimulus. The purpose of this study was to examine the emergence of such intraverbal relations following tact instruction with compound stimuli and to analyze any resulting error patterns. Participants were seven typically developing children between 3 and 5 years of age. After being taught to tact four overlapping compound stimuli that differed along color and shape dimensions, participants were tested for emergent intraverbal responding. Three participants performed with high accuracy and four with intermediate accuracy when correct intraverbal responding required control by multiple elements (i.e., color names and shape names) of the verbal stimulus. Five participants performed with high accuracy when intraverbal responding required control by only a single stimulus element, and all participants showed emergence of reverse intraverbal relations when the response required naming only a single stimulus element (i.e., color or shape). There was an insufficient number of errors to perform detailed error analyses at the individual level, but overall, the first element of a verbal stimulus was more likely to exert control over the response than the second element, and color words were more likely to exert control than shape words. Results suggest that individual stimulus elements acquired independent control over the responses that had been established as tacts.