The report presents findings of an examination and followup of language intervention for language delayed preschoolers. Three objectives were addressed: to develop and use a strategy for assessing the long-term outcomes resulting from language training programs, before, during, and after the transition period from special preschool programs to the public schools; to determine what communication skills are needed in public school classrooms; and to develop auxiliary procedures to teach needed language skills that can supplement available language intervention programs. Ss were studied in the special preschool and followed up in regular public school classrooms. Analyses were also conducted to determine the communication demands in elementary school classrooms, and investigations were made of milieu intervention techniques (e.g., modeling and incidental language teaching) for use as auxiliary training procedures. A major finding was that while comprehensive language training efforts resulted in significant generalization, the generalization was limited to those structures within the child's general developmental level. Students did not appear to have acquired a generalized "learning to learn" strategy. Suggestions for improved programming focus on ways to incorporate research and generalization. (Author/CL)