A kindergarten teacher implemented a practicum with her students in an effort to improve their receptive and expressive vocabularies. Five kindergarten students were selected from the 23 identified as language-impaired. Four of these five participated in the practicum to its completion. During a 10-week period, target children were involved in language-based activities in learning centers and small groups. Activities included games and manipulation of concrete objects. The games required children to match sounds and rhyming or positional words, or to classify objects. Activities for each of the ten weeks of the practicum are described. Daily observations and weekly evaluations indicated that the receptive and expressive language skills of the children improved. In addition, children's positive self-concepts were enhanced. Appendices provide a weekly guide to activities, an observation checklist, and a weekly evaluation form consisting of 10 language skill tests. (RH)