This study examined the effects of enthusiastic teaching on the listening comprehension skills of kindergarten children. Subjects were 26 kindergartners who were evenly divided into experimental and control groups. Twelve pieces of literature were read to each group 3 days a week for 4 weeks. Teachers read to the experimental group in a highly enthusiastic manner and to the control group in an unenthusiastic manner. After each story, a test was administered in an effort to gauge the effect of teacher enthusiasm on children's listening comprehension. Findings indicated that enthusiastic teaching did not significantly affect children's listening comprehension skills. An extensive review of the related literature provided information on the definition of enthusiasm, instruments developed to rate enthusiasm in teachers, studies of enthusiasm, listening comprehension, the importance of literature and reading aloud in improving listening comprehension, and development of listening skills by the method of asking children questions after reading aloud to them. Related materials, such as measures used and a list of the children's books read, are appended. A total of 46 references are cited. (RH)