Concept-teaching procedures in five basal language programs for the early grades were reviewed and analyzed on the basis of 11 design-of-instruction criteria. These criteria were drawn from empirically based models of concept teaching. Two levels of analyses were conducted. In the first analysis, the lessons for teaching five common concepts were examined and judged. A second analysis scrutinized additional concepts selected at random from each of the programs. Results suggest that concept-teaching procedures promoted by basal language programs rarely meet the criteria. Discrepancies between and across basal language programs also were found.