In this study, attitudes towards mother-child interaction, practices and beliefs of mothers of children with and without special needs about their language acquisition were examined comparatively. For this purpose, beliefs and interaction patterns of 181 mothers of 3 to 4-year-old children with and without special needs were collected through a questionnaire. Results showed that beliefs and interactions were related and similarities and dissimilarities existed between the two groups. Mothers were found to use a combination of different strategies in their interaction with their children. Results were discussed with respect to the importance of child directed language and mother-child interaction in education programs.