The demands on the early language teacher and the limited lesson time seem to be some of the reasons for the lack of learners' engagement in interpersonal communication in early language programs. Although the research on the role of the classroom teacher in early language programs is scarce, there is evidence that the classroom teacher can play a central role in these programs. The classroom teacher is an expert in teaching children, and it seems that a collaborative partnership between the classroom teacher and the early language teacher can provide the extended context for the learners to use the language creatively for real communication during the school day. This article includes this forgotten teacher in the discussion of early language programs, and illustrates how a teaching partnership between the classroom teacher and the early language teacher can be a successful teaching model in early language programs. It briefly looks at the historical context of early language programs, the realities of early language teachers, and the characteristics of the classroom teacher and the elementary school environment.