The primary intention of this study was to compare private speech profiles of young children classified as analogical reasoners (AR) with young children classified as nonanalogical reasoners (NAR). The secondary purpose was to investigate Berk's (1986) research methodology and categorical scheme for the collection and coding of private speech utterances of kindergarten children. Subjects were six children (3 AR and 3 NAR) in a public school kindergarten. ARs were identified by their superior performance on the Test of Analogical Reasoning in Children. In the first private speech context, 20 spontaneous self-talk utterances were collected during independent school tasks in which no help was given by teachers. In the second private speech context, private speech was prompted by the teacher during an analogical reasoning test. In both contexts, AR children used a higher level of self-verbalizations. In the first context, AR children used 70 percent of the highest level of private speech, while NAR children used 15 percent of the highest level. In the second context, AR children used 36 references to higher order relations, while NAR children used 10 references. AR children exhibited greater internality scores and were rated by teachers as more socially and behaviorally acceptable in their classroom conduct. (RH)