From previous research on second language acquisition and early language learning, educators know that young children have a cognitive advantage to learning a foreign language over other age groups (e.g., Garcia-Sierra et al.; Hyltenstam and Abrahamsson; Singleton and Ryan; Werker et al.). More recently, an increase in functional benefits for learning languages at a young age has been seen. The CeLTA Language School (CLS) at Michigan State University has incorporated the idea of lifelong learning as its primary mission. The language school was founded in 2008 as part of the Center for Language Teaching Advancement (CeLTA), the university's language support unit, to foster language learning of all age groups from young children to adults. The programs for preschoolers and children have adopted the need to meet the growing demands of globalization as their underlying philosophy by including the following elements into the curriculum:(1) Open Access; (2) Module Based Curricula; (3) Use of Criterion-Referenced Testing; (4) Conducive Environment for Communication; and (5) Maximum use of Resources. The features of the lifelong learning model enumerated here provide for the optimal use of resources at a higher education institution and can be instrumental in developing the global mindset of young language learners. In addition, they also complement public schools' efforts to include language study at a young age by providing additional resources.