The purpose of this study was to examine preschoolers' (n = 11 ) ability to follow instructions in the presence or absence of a real dog while executing a variety of motor skills tasks. These tasks were divided into one of three general classifications: 1) Modeling Tasks: the children were asked to emulate the behavior of a model, 2) Competition Tasks: the children were asked to do the task faster than a competitor, and 3) Tandem Tasks: the children were asked to do the tasks at the same time as a co-performer Typical and Identified (language impaired) preschool children were randomly assigned to perform five tasks of each general classification alone, with a human, with a real dog, and with a stuffed dog that was similar in size and appearance to the live dog. Two independent raters rated each child's adherence to instructions (interrater reliability = 0.99) on a 7-point scale. A significant interaction between task classification and type of co-performer revealed that in the Modeling Tasks the preschoolers adhered better to the instructions when the real dog was present relative to the other conditions. In the Tandem Tasks the children adhered to instructions best when they performed the task with a human, followed by the stuffed dog (as manipulated by a human), the real dog, and worst when they were asked to perform the tasks alone. The type of co-performer made no significant difference in the Competition Tasks. These results indicate the presence of a real dog tends to be beneficial for promoting preschoolers' compliance with instructions in motor skills tasks that require modeling behavior, but not in those tasks that stress competition or those performed in tandem.