This study involved fifty-eight 3-year-olds. It sought to determine whether the preschoolers could learn to discriminate visually the critical elements of shape through a program of perceptual-motor training, transfer such knowledge to similar but different shapes, and then resist the process of forgetting the critical elements. The children were randomly assigned to an experimental group and a control group. The experimental group took part in a 14-session program designed to teach the critical elements of shape through perceptual-motor activity. The control group received indirect perceptual training through puzzles and matching games, none of which contained the shapes used in the experimental program. A pretest, a posttest, and a post-posttest, involving geometric line drawings, were administered to the two groups. It was found that the experimental group did not perform significantly better than the control group on the posttest and post-posttest in copying the geometric figures used in the experimental program; and on the posttest, in copying criterion figures (figures not used in the experimental program). The experimental group, however, did better in copying the criterion figures on the post-posttest. (WD)