The effectiveness of training mothers to use four incidental language teaching procedures with their language-delayed preschoolers was evaluated. Six mothers were trained to use the following techniques: first, the Model Procedure, which provides the response for the child to imitate; second, the Mand-Model Procedure, which elicits information the child already knows; third, the Time Delay Procedure, which allows the child time to initiate communication; and finally the Incidental Teaching Procedure, which uses the three previously trained techniques in a new situation. Training of each technique consisted of a lecture, a videotape, a handout, and homebased sessions featuring trainer feedback and audiotaped play sessions. Results indicated mothers successfully acquired the skills but that maintenance and generalization of the skills may need to be specifically programmed. (Detailed data on one mother are provided). (JW)