This study examined the effects of slow-paced instruction versus fast-paced instruction when teaching the Language for Learning program. Four African American prekindergarten students participated in the study. Dependent measures were as follows: opportunities to respond per minute, percentage of academic responses, academic responses per minute, correct responses per minute, and off-task behavior. Results indicate that fast-paced teaching increased opportunities to respond, student rate of response, and rate of correct response and decreased off-task behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).