The purpose of this study was to design a strategy for teaching young children the information expressed in words of selected songs. Out of five classes of from 25 to 30 seven-year-old students, 86 students were selected for observation. The investigator chose 18 songs from a song textbook to be taught for the first 12 weeks of school. During the first 10 minutes of each school day, the investigator used a piano, chalkboard, and tape recorder to teach correct word pronunciation, enunciation, and vocabulary definition. (Each child had a textbook, dictionary, and notebook.) The words of the songs were pronounced by the teacher and students; read from the songbook, the chalkboard, and dictionary; and written in the notebooks. Words were always studied in song rhythm. Song words were discovered in other print sources and were used in original stories, poems, radio announcements, and field trip reports. Song words were replaced with new ones in the same melody. Children looked for root words, suffixes and prefixes, singular and plural forms, synonyms and antonyms, parts of speech, verb tenses, and language patterns in songs. By the end of the school year, all 18 songs were used in an operetta and dramatized for other classes. These activities and the techniques used to teach the songs had many observed benefits for the children. (CB)