Delays in language acquisition can have serious deleterious effects on the education and social development of children. A number of related language intervention procedures have been developed for use in natural settings. These procedures include incidental teaching, modeling, manding, time-delay, and milieu language teaching. The present paper reviews the literature regarding naturalistic language teaching procedures, distinguishes them from discrete trial training, and discusses how these procedures might facilitate the generalization of children's acquired language skills. Problems in achieving generalization are also discussed. Recommendations for future research are made.