An approach to reversing pervasive pronunciation errors in students of English as a second language has been developed that uses a variety of techniques and strategies based on the assumptions that: (1) changing habits is a gradual process; (2) progress occurs when students are aware of their problems and the solutions; (3) most learning must occur outside class; (4) individualized instruction is needed; (5) pronunciation is a skill that improves with systematic exercise; and (6) for advanced fossilized speakers, consonant clusters at word junctures require complex movements of the speech organs and muscles. Music pedagogy has provided assistance through its approaches to practice in general, scale practice in particular, and the concept of movement from one musical position to another. The approach adapted from these techniques concentrates on remediating pronunciation errors occurring in the flow of speech due to inherent difficulty of the sounds themselves and from the movement from one sound to another, particularly consonant clusters not treated in most texts. The techniques involve pretesting, analysis, recordkeeping, exercises for identified problem areas, and in-class activities to form new speech habits, including teacher encouragement, taping of student speech and progress, and grading based on both effort and success. The strategies used include motivation, time management, and teacher assistance. The approach is found to require teacher commitment and work, but also to produce immediate results. (MSE)