This study compared a Piagetian and an Ausubelian preschool program on: (1) the types and frequencies of teacher-child verbalizations and (2) the degree to which these patterns of verbalizations supported teacher stated theoretical and pedagogical principles. Thirty-two 10-minute videotapes of 16 preschool children (8 within each program) recorded teacher and child verbalizations in small instructional groups and in related learning activity sessions. A questionnaire was administered to teachers in each program to establish the theoretical and pedagogical principles underlying the programs. Questionnaire results showed that Ausubelian teachers strongly endorsed only Ausubelian items while Piagetian teachers endorsed items related to their own programs plus several Ausubelian items. Results of observational data indicated that the structuring of small-group instruction in both programs was mainly teacher-directed. This was seen as more consistent with the philosophy of the Ausubelian than the Piagetian program. Teachers from both groups were also found to use similar types and categories of utterances (direct statements in almost all instances) during subsequent learning activities. This was in contrast to the expectation that Piagetian teacher utterances would be more indirect during the free-rotation, activity center sessions. Although there was little similarity between teacher and child utterances during small group learning activities, there appeared to be a modeling effect on child utterances during subsequent learning activities. Overall, it was concluded that a dichotomy existed between the teachers' projected form of verbalizations and what occurred in practice. (JMB)