We examined the functional role of verbalizations in the generalization of self‐instructional training with preschoolers. Children learned to overtly self‐instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self‐instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self‐instructions in the classroom itself. The production of self‐verbalizations in the generalization setting was related to changes in correct responding, on‐task behavior, and efficiency in completing ac