This quantitative study examined the frequency counts of Head Start teachers' verbalizations or teacher talk and the scores of such teachers in the Mediated Learning Rating Scale (MLERS) during interactions with diverse young learners (DYLs) of three sites in a Mid-Atlantic region of the United States. The relationships between Head Start teachers' MLERS scores and the frequency counts of domains and categories of teacher talk were also investigated. The categories of teacher talk found were Attention, Engage, Sustained Attention, Agree, Deny, Acknowledge, Encourage, Complain, Greet, Inform, Model, Elicit Responses, Directives, Promote Participation, and Evaluate. Relationships with the MLERS scores of Head Start teachers were significantly related to the domains of teacher talk of Directives and Elicit Responses. Further examination of relationships revealed significant associations between the MLERS scores and the subcategories of Directives of Attention, Engage, and Model. The results of the frequency counts of teacher talk of Head Start teachers and the MLERS scores revealed some patterns of the prevalence of teacher talk in early childhood settings. Recommendations for practice and future research with Head Start teachers and DYLs are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]