This paper discusses the results of a study comparing the language of preschool children from low-income homes to that of their parents as affected by the adult participation in training sessions planned to encourage language development. The study was conducted in three preschools in the Detroit metropolitan area. A total of 96 children from ages 2 1/2 to 5 participated; 56 children were randomly selected for the experimental group and 40 for the control group. Parents were placed in experimental or control groups, according to their children's assignment. The parents were given 12 training sessions on topics generally related to language and cognitive development at the preschool level; they were also given tasks to carry out with the child at home. Spontaneous speech was obtained from the children as pretest and posttest measures. The responses were analyzed on two levels. The results of the first level analysis, analysis of communication units and mazes, are discussed in this paper. The results are mixed and seem to indicate that parent involvement is only one factor influencing performance. (CFM)