For children developing language typically, exposure to language through the natural, general language stimulation provided by families, siblings, and others is sufficient enough to facilitate language learning (Bloom & Lahey, 1978; Nelson, 1973; Owens, 2008). However, children with language delays (even those who are receptively and cognitively intact) might not speak their first words until 18 to 24 months, or even later, and may be slow to acquire new words compared with the rate of lexical acquisition in typical peers (Fenson et al., 1994; Rescorla, Alley, & Christine, 2001). As a result, successive language milestones are also delayed. The purpose of this article is to integrate best practices in early language intervention with best practices in curriculum design to provide practical strategies using repetition to facilitate production of early single words. Specifically, topics covered will include how to (a) select a small set of target expressive language vocabulary words for children learning to talk, (b) utilize a focused stimulation approach within activities, (c) embed frequent learning opportunities across the curriculum, (d) work with families to incorporate focused stimulation at home across daily routines, and (e) assess progress and set new goals.