The two studies described in this article investigated the effectiveness of educational-based programs as crisis intervention strategies for limiting the negative effects of divorce on preschool-age children. In the first study, a pretest posttest control group design was used. Two experimental groups, including seven children from divorced homes and eight children from intact families, were given an 18-week preschool program experience. A further eight children from intact homes served as controls for maturation effects. Children ranged from 3.5 to 5 years of age. Measures of children's intelligence and locus of control, mothers' perceptions of their child's social adjustment, similar teachers' ratings, and parents' self reports were used to gather data. The second study was conducted to investigate the effects of a preschool education program on the development of important social competency skills. It was hypothesized that a highly structured, adult-directed preschool program, which uses discussions, role playing, and social modeling would, in contrast to control group comparisons, positively accelerate listening skills and perspective taking competencies for children from both intact and divorced families. It is concluded overall for the two studies that some but not all behaviors might be assisted by placing young children of recently divorced parents in preschool programs. (Author/RH)