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This study measures the impact of a program designed to support language in day-care on the acquisition of the language skills of children aged over 20 months. 181 children from 4 day-care centers took part in the program and were compared with 113 children from 4 day-care centers that did not take part in the program. Several direct and indirect language measures were used, and data was obtained from children who were in their last year of day-care, at both the beginning and end of the year. The results concluded that the program did not significantly improve the children’s language skills. Several interpretations are proposed, including professional practices and the children’s development.