The game "Giant Steps" was described. It was designed to aid children in the semantic development of verbs. The purpose of the experimental evaluation was to determine whether playing the game actually did influence the associative structure of those verbs and adverbs that are "guessed" words in the game. Third graders from two classrooms in an integrated school (60 percent Negro) in Baltimore City were randomly divided (same reading achievement level) into an experimental group (N=23) and a control group (N=22). Pretests and post-tests were given to both groups on the first and fifth day, respectively. The experimental group played the game twice each day (about 20 minutes per day) on days 2, 3, and 4. Playing the game appeared to result in small changes in associative patterns on the desired direction. The game could be developed for children in all the elementary grades. Tables, figures, and references are provided. (DE)