For many young children who are English language learners (ELLs), the transition from home to kindergarten can be challenging. Music teachers face the challenge of working with all individuals in a student population and often engage with children who represent home environments whose native language is not English. As ELL students adjust to the new school environment, adults and peers can provide support in learning the new language. Tabors and Snow identify four periods of language use by ELL students: use of the home language, a nonverbal period, participation through use of short phrases, and use of productive language. This article addresses the context for supporting oral language development through an examination of common strategies demonstrated by ELL students. Through the lens of one case study, general music teachers can gain an understanding of ELL strategies and consider instructional practices that support sequential language acquisition for ELL students and for all learners.