An instructional game is presented. The instructional goal of the game was to help the learner, one of the players, understand and use seven different prepositions with which, on the basis of a pretest, he was unfamiliar. The game was arranged so that instruction would occur simply as a result of communication to the learner from his partner who, acting as a tutor, already had the language skills to be taught. The tutor acted as the first player. The program was sequenced in terms of cards and in terms of the picture content. A criterion test was used and consisted of three parts. The first part asked the child to point to one of three pictures which showed particular spatial relationships. The second part of the test posed "Yes" or "No" questions. In the third part, the child was asked to describe pictures. The central problem of this pilot study was to test the effectiveness of this procedure with four-year-old children. The experiment was carried out in two different Head Start Centers. At one school, all testing and game-playing was carried out in an adjacent classroom; at the other, a van was used. The average improvement for the experimental learners was 3.5. Those playing with partners as naive as themselves showed an average gain of only .75. The use of a game format as a vehicle for instruction was found to be valuable, but the necessary arrangements and programming required a good deal of effort and supervision. It is recommended that a more informal context for peer tutoring be sought. (CK)