This micro-ethnographic classroom-based case study explores the teaching methodology in a first-grade French-immersion class. This study was carried out in a public elementary immersion school in Milwaukee, Wisconsin, where English-speaking children throughout the school learn the school curriculum through a second language (French), starting in kindergarten. The findings of the study indicated that the two team teachers of the first-grade French-immersion class established a learning environment in which they consistently used interactive dialogues, humor, challenging activities, imaginary characters, prefabricated language patterns, and concrete learning experiences to teach the second language and content matter simultaneously.