The purpose of the present study was to examine the effects of game-like learning activities, as compared to rote memorization procedures, on preschool subjects (n=8) recitation of their home telephone numbers. A rhyming mnemonic memory device was incorporated into the game procedures. A group design was used with a pretest-training-posttest format for both training groups. Analyses of the individual and group data indicate that subjects trained with the rote memorization procedures made fewer errors during training, demonstrated more accurate acquisition of the digit-chains, and demonstrated retention after a longer period of time than the subjects who were trained with the game procedures. Task difficulty and the daily criterion-level probe format may have influenced the results. The effects observed indicate that further research is necessary on the efficacy of game-like academic training with young children. (Author/RH)