Clinical Questions: Would a child who is a late talker (P) show greater improvement with parent-implemented intervention models (I) or with clinician-directed intervention models (C) as shown by improvements in expressive language skills (O)? If so, under what circumstances? Method: Literature Review. Study Sources: Education Source, ERIC, MEDLINE, PsycINFO, Web of Knowledge/Web of Science, ASHA journals. Search Terms: Participant Terms: late talkers OR late language emergence OR early language delay Intervention Terms: intervention OR treatment OR therapy. Number of Included Studies: 8 (representing 7 data sets). Number of Participants: 175. Primary Results: Positive outcomes for intervention were noted for all studies reviewed, indicating both parent-implemented and clinician-directed interventions are effective for late talkers. The limited evidence available indicated parent-implemented interventions resulted in greater child outcome improvements than clinician-directed treatment. Variability across potentially influential factors limited the results, namely intervention setting, participant characteristics, intervention approaches, and outcome measurements. Conclusions: Evidence found in this literature review for the effectiveness of parent-implemented and clinician-directed intervention was limited. The best evidence available implies that both types of intervention providers are effective in treating late talkers and parent-implemented intervention is the more effective of the two. Parents and clinicians need to be mindful of the limitations in the evidence base for this area and use clinical expertise, client and family preferences, as well as current federal policy to guide intervention decisions.