Focusing particularly on messages transmitted by socializing agents in preschool settings, this exploratory study investigates (1) the incidence of communication events in which standards for achievement are expressed, (2) the nature of the standards, and (3) variations across settings in the nature of standard-setting events. The relationship of across-setting variations to differences in tasks, age differences of children, and differences between programs was also investigated. Data was collected through naturalistic observation in six preschool classroom learning centers in three day care centers. Ninety-eight 5 minute recordings of observations of learning centers were coded for presence of achievement standards and for a number of behaviors related to the setting of standards, such as teachers' evaluations and children's bids for teacher attention. Categories of tasks and standards were developed from a content analysis of the observational records. Tasks observed involved art project, creative art, practical cooking, perceptual-motor, and "cognitive/school" preparation activities. Standards were coded in terms of (1) any standard, (2) correctness, (3) practical workability, (4) aesthetic, (5) creativity, (6) speed, and (7) modeling of product or process. Due to the exploratory nature of this investigation and the infrequent occurrence of many variables, only descriptive data of frequency of occurrence is given. Findings are discussed. (RH)