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Findings in research studies indicate that children's language development greatly benefits from characteristics of conversational input from adults such as parents and teachers. With the use of live observations this study was designed to examine factors thought to indicate a higher propensity with which preschool teachers would be to respond to child-initiated speech. In this study, descriptive statistics and correlations were conducted to explore the relationships between the variables proposed. There were a total of 23 participating preschool teachers. Two to three separate hour long observations were conducted for each classroom during nondirective activities such as centers time (i.e. free play), snacks (i.e. lunch), and transitions. Data was collected through a standardized measure of teacher-child conversations, a chaos and classroom management scale, and teacher background surveys. Given this study's results the proposed hypotheses were not supported. Teacher-child ratio were not positively correlated with teacher response to child-initiated speech and classroom management quality and chaos level only had showed partial correlations. Limitations of this study and proposals for future research are discussed in the document.