Well-meaning teachers are often unprepared for the influx of ESOL students in their classrooms. Most often, the programs serving ESOL students in public schools include immersion, submersion, and sheltered instruction. Occasionally, bilingual education programs are an option. Consequently, general education teachers are responsible for teaching limited English proficient (LEP) students in their classrooms on a daily basis. This article describes teaching methods, strategies, and activities for facilitating the English language acquisition of non or limited English proficient children in the early grades. This review of literature suggests that second language acquisition for 5-to 8-year-old children should take place in a non-threatening, joyful environment that promotes interaction. Hands-on activities relevant to children's interests and background knowledge help to create the appropriate child-centered environment. All children could benefit, as language learners, from the teaching strategies described here for ESOL children. In the following sections, strategies for teachers to use with ESOL students ages 5 to 8 are presented in increasingly linguistically demanding content area examples to demonstrate that all sections of the school day are appropriate for second language development. Furthermore, to highlight the integrated nature of teaching, some possibilities for language and literacy development within the same context are outlined. While teaching methods, strategies, and activities were separated into distinct content areas for purposes of illustration, it should be noted that each could be used easily within other content areas.