The Kaufman-Assessment Battery for Children (K-ABC), a new individually administered intelligence and achievement instrument, includes several subtests on which the examiner may teach the task to the subject. The purpose of this study was to determine if teaching or training could influence the test outcome and thus, lower the reliability of the instrument. This study assessed the potential impact of teaching on the three sequential processing subtests of the K-ABC (Hand Movement, Number Recall, and Word Order). The subjects were 22 students diagnosed as educable mentally handicapped (EMH). They ranged in age from 6.5 years to 12.25 years and were enrolled in self-contained EMH class placements in the rural midwest. The control group was provided a minimal amount of training while the experimental group received extensive, standardized instruction. A statistically significant difference (P=.05) between the intelligence quotient (IQ) scores obtained for both groups was found with the experimental group scoring an average of 6.73 IQ points higher than the control group. Further research is suggested to determine if similar results apply to other groups and also whether similar results will be found when using other mental processing subtests on the K-ABC. (PN)