The purpose of this study was to evaluate the nature and frequency of speech in two classrooms of New York City kindergartners. Specifically, study of the 52 ethnically and socioeconomically varied youngsters attempted to discover whether: (1) more language was used in some activities than in others, (2) more mature speech was used in some activities than in others, and (3) some feature, event, or persons within the activity influenced the amount and maturity of speech. Observational recordings and discussions with teachers were employed to assess the subjects' speech in various activities. It was concluded that the amount and maturity of language did in fact vary from activity to activity and among episodes within activities. The greatest potential for language occurred during discussion and housekeeping. Activities holding the least potential included blocks, dance, and woodworking. The potential of one or two children with an adult, story hour, and table activities fell between these two extremes. Factors suggested as influencing language were adult participation, theme of play, noise level, physical arrangement of space, and so on. Suggestions for maximizing language skills in the classroom are made with consideration of these findings. (KS)