Despite the recommendation to maintain a brisk pace while delivering Direct Instruction programs, research evidence in support of brisk instructional pacing is mixed. This study examined the effects of slow- and fast-paced teaching on the response opportunities, participation, accuracy, and off-task behavior of 4 prekindergarten students participating in the "Language for Learning" program. Two teachers taught "Language for Learning" in slow- and fast-paced formats within an alternating treatments design. Differences in participants' percentage of participation were not observed between fast and slow-paced teaching; however, fast-paced teaching increased participants' rate of responding and rate of correct responding. Additionally, fast-paced teaching decreased participants' off-task behavior. The benefits of fast pacing are discussed in terms of the study's results and previous research on instructional pacing. Suggestions for future research are also presented. (Contains 3 figures and 1 table.)