When designing a foreign language methods course, one important consideration should be the manner in which theory is connected with practical experiences, thus giving students an opportunity to use newly-gained knowledge in an actual classroom setting. Most children in Delaware's public schools are not exposed to foreign languages until they reach the seventh or eighth grade. As a result of this late introduction of foreign languages, learning a different linguistic code becomes a struggle. Another aspect of this dilemma is the lack of suitable teaching/practicum placements for those foreign language pedagogy students who are seeking certification in FLES. A practicum in the form of an after-school FLEX program can serve both the students, who get a unique learning opportunity, and the children, who are exposed to a foreign language in a relaxed and fun environment. In the fall of 2003, the University of Delaware (UD) announced the fall 2004 opening of its Early Learning Center (ELC), a state of the art child care facility serving children age 6 weeks to 12 years in various programs and settings. At the same time, the Department of Foreign Languages called for a major overhaul of its existing FLES methods course. A new idea emerged: to have language students teach foreign languages for children, creating a mutually beneficial cooperation between the Department and the ELC. The plan was to introduce an afterschool Spanish program that would run 60 minutes, once a week, for the duration of the fall semester. The students taking the FLES methods course would work with the group of after-school fifth graders at the ELC. This article describes the course ("Methods of Teaching Foreign Languages in the Elementary Schools") designed for both graduate and undergraduate students and provides a graduate student's perspective after participating in the FLEX program.