A study explored the effectiveness of "rap music" as a method of instruction for urban preschool children. It was hypothesized that urban preschool children would learn more new content (10 unfamiliar names of body parts) in a classroom environment through the use of rap music for instruction, than would children who received instruction using conversational speech. Subjects, 40 three- and four-year-old Black and Hispanic children from four randomly selected preschools were divided into an experimental group and a control group. Two audio-visual instructional tapes containing the same content material were produced by the principal investigator, but the control group's tape omitted the rap music rhythms. A pretest and a posttest were administered to both groups. Results showed that the two groups differed significantly in terms of the average number of additional body parts that were learned. The rap music experimental group learned more, and the hypothesis was supported. Findings suggest that the use of rap music for instruction of urban preschool children facilitates practice and ultimately increases the child's learning capacity. (Tables of data are included. Appendixes include lyrics and production credits for the "body parts rap," a list of preschools used for research, copies of the pretest and posttest, as well as an extensive bibliography.) (NKA)