A study providing a descriptive and explanatory analysis of the representative stages of language acquisition found in a sample of 12 working-class black children ranging from 18 months to 4.6 years is reported. Previous general language research concerned with linguistic abilities of working-class black children is critically evaluated, and the impact of this research on language acquisition studies within this population is examined. Two guidelines for conducting future language acquisition studies with black children are recommended. The general method and procedures for this study and specific procedures for the semantic category analysis and phonological analysis are outlined, and the results of the study are presented. Three analyses are included: (1) a descriptive and explanatory account of the general types of semantic categories that are linguistically coded by this population at different developmental stages, (2) a detailed description of the subcategories that differentiate the general category of location, and (3) a phonological analysis focusing on the acquisition of final consonants. Practical and theoretical implications of the findings are examined. Appendices include the standard checklist questionnaire, parent consent form, letter of agreement to parents, standard recording form, case history form, and log of the sampling session. A bibliography is included. (MSE)