The language skills category of objectives of the Appalachia Preschool Education Program as measured by the Illinois Test of Psycholinguistic Abilities (ITPA), is discussed. The point is made that one of the difficulties associated with evaluating language development is the loose fit between available theoretical and operational definitions of language. Often language is not theoretically defined at all and must be operationally defined by the particular evaluation instrument being used. Consequently, the theoretical model underlying the ITPA is considered to be applicable to the Appalachia program. The ITPA was a primary instrument in gathering data for the development of the preschool curriculum objectives. The text of this report gives an overview of the instrument as well as separate descriptions for each subtest. Also, statistical descriptions and inferences are presented for each subtest. Three of the 10 subtests administered showed significant treatment of effects after covariance, indicating that there was some correspondence between program and test objectives. Findings indicate that a primary area of program effect is that of expressive language. (Author/CK)