The efforts of practice sessions in discrimination tasks with the aid of instructional cues were studied to determine their influence on the visual perceptual abilities of pre-school children . The research was conducted at the Utah State University Child Development Laboratories with twenty children. Ten of these children were three years of age and ten were four years of age at the time of the study. Of the twenty children , five boys and five girls, were given training in performing tasks requiring ability in visual perception. The remaining ten children, five boys and five girls, were not given any visual perceptual training. It was found that the ten children who had received individualized instruction during the practice sessions scored significantly higher on the visual discrimination tasks than the ten children who had received no training. The children made significant improvement through the practice sessions which was indicated by a comparison of the beginning test scores to the ending test scores. There was a significant difference in the visual perceptual abilities of girls and boys and older and younger children as measured in the visual discrimination tasks.