A study involving seven certified teachers, six aides, and 60 children investigated the effects of training on teachers' verbal contingent responses on handicapped preschoolers. Previous research on the effectiveness of preschool programs was reviewed, and literature on suggested competencies for teachers was considered. Teachers were observed in the classroom prior to and following training relating to their verbal responses to students' verbal and nonverbal behavior. Results indicate that a 2-hour training session was effective in improving Ss' responses to preschool handicapped children. A sample observation sheet as well as tables with statistical data are given. Appended is a copy of the programmed text used in the teacher training session. (SW)