A developmentally appropriate creative writing program for kindergarten children that included peer interaction and teacher-student discussion was studied to ascertain whether program participants would attain significantly higher oral language scores than did nonparticipants. The writing program was implemented in one of two half-day kindergarten classes for approximately 4 months. Two or three times a week, after the daily story or a hands-on experience such as cooking, children in the intervention class were asked to write or draw something about the story, the group experience, or a topic of their own choosing. They were encouraged to talk about their experience with classmates and the teacher while they wrote. Once a week, children would read their stories to a partner, the teacher would choose some stories to read, or a few students would share their stories with the whole class. Students in the other class participated in a daily story time, but only occasionally drew pictures or took part in teacher conferences or group discussions. Eleven children in each class were matched on pre-kindergarten screening test scores for purposes of comparison. These children's scores on the Structured Photographic Expressive Language Test suggested that the creative writing program positively affected participants' oral language growth. (RH)