This paper reviews instructional strategies for dealing with learning-disabled preschool children in mainstreamed classrooms. It focuses on the teacher's role in developing the child's abilities in the areas of social skills, choices and anxiety, sequencing and routine, transition periods, and motor skills. To enhance social skills, peer interactions can be encouraged during free play periods, and art activities can be used to foster the relationship between the child and his environment. To reduce anxiety when the child is confronted with choices, the classroom should be arranged into specific areas for the different daily activities. The learning-disabled child needs sequencing and routine in his life, and many group activities that provide this are suggested. Transition periods may be eased by discussing the day's activities beforehand, announcing when a change of events is forthcoming, and making transition into a game. Fine and gross motor skills can be fostered during free play time or movement time by developing instructional strategies through task analysis. (Author/JDD)