The purpose of this study was to examine the effects of storytelling methods and text genre on language performance among two to four year olds. Impact on language was measured through word recall scores. The storytelling activities were divided into four conditions which utilized books, props, or neither. The sample consisted of 20 preschoolers in the writer's child care center. As expected, results revealed that the storytelling method which utilizes props in conjunction with the storybooks better impacts language performance than the other methods. However, no differences were found in word recall scores from different text genres, results have implications for parents, early childhood education centers, and preschools because their support will yield positive outcomes for the future performance of very young children.