We examined the effects of intensive tact instruction on emission of audience-accurate verbalizations of 2 middle school students using a delayed multiple baseline design across participants. Dependent variables were accurate and inaccurate audience controlled tacts and conversational units during non-instructional times. Following baselines, students were taught tact sets of 5-novel stimuli. The instruction consisted of teaching 100 tact learn units daily until students met criterion on 10 sets of 5 tact stimuli. Students significantly increased audience-accurate tacts, conversational units, and inaccurate tacts/conversational units decreased for one student. We discuss the role of tact repertories on audience relevant verbalizations by students with histories of low preschool language interactions with parents. (Contains 3 figures.)