This mixed-methods study aimed to examine how the quality of interactions between a paraprofessional and a preschooler during playtime impacts students' language development. The data collected and analyzed included in-depth classroom observations and interviews with paraprofessionals. Data measured the paraprofessional's actions, trends, paraprofessional-student interactions, and whether students' actions differed when in the proximity of a paraprofessional. Data analysis showed a strong positive relationship between Para-initiated Language and Student Responses. The four comparisons, Age and Para Proximity, Age and Repetition and Extension, Age and Frequent Conversations, and Age and Number of Para-Student Conversation Exchanges, had a moderately strong, negative correlation. Of the eight paraprofessional performance variables compared with education, all eight comparisons were not statistically significant. Two in every three paras are not adequately trained and prepared to support students. This suggests that paras are unaware of their expectations when working with second-language learners. Only one para fully understood the role of playtime for second language learners. Finally, the participating paras created a list of traits or desired actions to promote language development in preschool. [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.]