Stimulus Pairing Observational Procedure (SPOP) is an incidental teaching type procedure that has shown success in teaching typically developing children to name, independent tacting in the absence of the verbal community following a history of listener and echoic responses. The purpose of the current study was to compare SPOP and matching to sample procedures to determine the rate of acquisition for correct tact and listener responding , the rate of off task be avior, and the rate of generalization to different settings, stimuli, and instructors. Results of the study indicate that correct responding occurred at higher rates during MTS procedures than SPOP. The average rate of off task behavior was higher during SPOP sessions than during pre test, MTS sessions, or generalization probes for each participant. The results of the generalization probe may indicate that SPOP produces correct responding that increases or maintains during generalization, while MTS procedures produced more variable results.