This study was undertaken to compare the effectiveness of two basic approaches to the training of auditory discrimination and to assess the effect of training upon language functioning and acquisition. Subjects were 42 culturally deprived Negro preschoolers. A receptive training group, an expressive training group, and a control group were used. The expressive group was presented with 15 tape recorded lessons of 16 one-syllable word pairs similar to those found on the WADT. Subjects were told to indicate whether the two words presented were the same or different words. The expressive group used the same word pairs, but subjects were required to repeat each word verbatim. In order to control for familiarity with tape recorded material, the control group spent equal time listening to recorded stories. Both training groups improved significantly in WADT performance as a result of training, while the control group did not. Both training groups improved on all tests following training. Comparison of the Cloze Test scores taken after training and after language instruction indicated that all groups had improved equally. Conclusions are: (1) Receptive and expressive methods of auditory discrimination training do not differ significantly in their effectiveness in producing auditory discrimination performance; (2) Auditory discrimination training employing an expressive response may result in improved expressive language functioning; (3) Auditory discrimination training does not necessarily improve language acquisition skills. (Author/CK)