The purpose of this study was to determine if children given spatial relationship training had learned a definition and/or conceptualization of "in front" which was limited to two distinctly different classes of objects functioning in a specific relationship. Twenty-one children who had completed the "in front" training were given three sets of stimuli where the relational objects were given some or all of the properties of the referent objects as used in the training program. The trained criterion discrimination was tested prior to each generalization test to insure that the trained discrimination was maintained. All correct responses were reinforced. Six of the 21 children scored 81 percent correct or better on all three tests. Subsequent research with these children showed that they maintained their performance under various changes in the structure of the verbal instruction, such as: "Point to the duck in front of the cow"; "Point to the one in front of the cow"; "Point to the cow in front." Two of the 21 children performed at or near chance level on all three tests, and of the 13 remaining children, nearly all performed at a high level of accuracy on both the full-face orientation and the opposite profile orientation. (WR)