This study compared the effect of instructional activities on the listening behaviors of preschool children in a university day-care center. The children were randomly assigned to control and experimental groups. The results showed that children who had participated in listening instruction increased in their ability to follow directions, were better able to follow instructions given by a teacher or a tape recorder, were better able to answer selective questions identifying main ideas, recalling details, and recognizing sequence, showed evidence of improvement in identifying sounds from their immediate environment and in their ability to respond to simple phonic elements, and exhibited the most attentive behaviors when a teacher was present, indicating that the approval of a teacher is an important influence on listening behavior in preschool children. There were strong implications that further research is needed in determining the components of experience, training, and curriculum development for improving listening skills of preschool children. (Author/RB)