A classroom-oriented therapeutic program was devised for four pragmatically impaired preschoolers who showed little spontaneous language use within the classroom. Intervention strategies focused on facilitating interactions during free play and were based on four principles for practitioners: be child-oriented; engineer the environment; use low-pressure elicitation; and utilize the classroom staff and environment. In addition, the educational curriculum was changed to reflect a comprehensive view of communication and pragmatics, resulting in individualized education program goals which incorporated a variety of contexts. Six months following the intervention, a pragmatic analysis performed during classroom free play showed that (1) each child communicated more frequently with a broader range of speech acts, and (2) topics were initiated and extended. (JDD)