The high-p instruction sequence is an intervention used to increase compliance by presenting a series of several instructions with which a child is likely to comply (high-p) immediately prior to the delivery of an instruction with which the child is unlikely to comply (low-p). For the two typically developing preschoolers who participated in this study, compliance with the high-p instructions decreased following repeated presentations of the sequence immediately preceding the low-p instruction. The purpose of this study was to determine whether this decrease was caused by the introduction of stimuli associated with the low-p instructions (e.g., having the toy box present) during the implementation of the high-p sequence. The high-p instructions were delivered without the low-p instruction either in the presence or in the absence of stimuli previously associated with the low-p instruction, with these conditions arranged according to an ABAB design with one participant and AB design with the other. Compliance with the high-p instructions was low when the instructions were presented in presence of stimuli associated with the delivery of the low-p instruction. Compliance was high when the high-p instructions were presented without these stimuli.