This qualitative and quantitative study focused on two groups of preschoolers (ages 4-6) enrolled in rural special education classes. The study specifically examined children's planful behaviors and the relationship of planfulness to learning as exhibited through play. Also examined were children's planning levels when planning was explicitly taught versus when it was not taught. Each group was observed over time to determine planning levels and play levels at baseline and end. The treatment group of six children received 12 days of planning training intervention. Planning data and play data from both groups were categorized and analyzed to identify children's levels of social-cognitive sophistication as evidenced in their play. The findings supported the following ideas: (1) the relationship of planfulness and learning is one of practical significance, and (2) planfulness develops along a sequential continuum with teacher facilitation a key element in increasing children's planning ability. Analysis of each child's Individual Education Plan objectives revealed that objectives most frequently addressed the least sophisticated social-cognitive construct (solitary behavior) and least frequently addressed the most sophisticated social-cognitive construct (dramatic-constructive play). (Contains 46 references.) (Author/DB)