Twenty 4-year-old children were randomly assigned to one of two experimental groups or to a control group in an attempt to determine whether or not training of left-right relational concepts would improve (1) the subjects' left-right relational skills and (2) their ability to better perform on tasks of spatial perspective. All children were administered a pre- and posttest of left-right relations and spatial perspectives. The experimental groups (n=5 and n=3) received seven carefully planned lessons based on cognitive conflict procedures. Results indicated moderate pre- to posttest gains in left-right and spatial skills for the experimental groups only. Educational implications of the training procedures are briefly discussed. (Author/CS)