In order to be successful, students must acquire the language of science for both oral and written communication. In this article we examine an oral language learning technique called choral repetition for its role in building literacy in the context of an animal physiology course. For 3 weeks, the instructor conducted choral repetitions of nine target terms during his lectures. Results from a mixed-methods approach revealed several benefits of this technique. We found that learning gains were made on chorally repeated vocabulary terms. Choral repetition helped students pronounce unfamiliar and difficult words, remember the terms, and identify course content goals. Students also reported that this technique had a positive influence on subsequent independent reading and writing tasks. Among other positive responses, students in the study recommended that science teachers implement choral repetition for younger students as well.