This study examined the effects of differentially characterizing a model as "good", "bad", or "neutral" on preschool children's subsequent evaluation and imitation of the model. The model's aggressive and motor behaviors were more frequently imitated than were his non-aggressive and verbal behaviors. Instructions influenced the Ss' evaluation of the model's behavior only in the "good" condition; in this condition, Ss engaged in more imitative motor aggression. Contrary to expectation, the imitative responses of Ss in the "bad" model group were not less frequent than those of the "neutral" model group. (SBT)