Four preschool children with developmental delays were taught to name the numerical value of sets of geometric figures, the corresponding numeral, the corresponding number word, and the corresponding Roman numeral. Half of the stimuli were taught with instructive feedback and the other half without, as two conditions were established: the future condition which included the presentation of future-targeted behaviors during the consequent events for correct responses (i.e., the use of instructive feedback), and the nonfuture condition, which did not include instructive feedback. For example, when numerals were taught directly, instructive feedback (in the form of embedding number words in feedback) was used with half of the numerals but not with the other half. Findings included: (1) the presentation of instructive feedback in the future condition did not interfere with acquisition of target behaviors; (2) constant time delay resulted in three of the four students learning to name the numerical value of sets of geometric figures, the corresponding numeral, and the corresponding number word; (3) teacher direct instruction time required was greater for the nonfuture conditions; and (4) the addition of instructive feedback in the consequent event resulted in more rapid acquisition of those behaviors when they were subsequently instructed. (JDD)