Providing young children with appropriate language models is crucial when developing a high quality learning environment. This article shares findings from an observational study designed to gain insight into how teachers and paraprofessionals modeled language in federally funded prekindergarten classrooms and how the four-year-old students responded. Analyses of data indicate that although teachers did model undesired language usage, the paraprofessionals were 2.86 to 3.29 times more likely to do so. As for the students, analyses indicate they used desired language structures more frequently with their peers than with adults. The authors discuss how teaching methodologies may be a factor impacting this phenomenon. Adjustments to the learning environment and teaching methodologies that can positively impact these issues are also shared.