With the introduction of the New Zealand government's National Standards, there are increasing demands on teachers to provide evidence of student achievement in the areas of numeracy and literacy. As a result, primary school teachers may perceive that there is neither time nor the need for music activities such as singing, which may be viewed purely as entertainment. This perspective may prevent teachers from realizing the potential of song as a valuable tool for literacy learning, particularly during a child's first 4 years of school. This article explores whether purposeful application of song can add a new dimension to existing language programs, offering a meaningful and engaging context for learning. Through an analysis of a range of literature, key elements and principles relating to the affective, sociocultural, cognitive, and linguistic benefits and issues of song for language learning are identified and discussed. Potential ideas for establishing a singing environment are suggested.