This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1-6. The second setting includes two groups of students with special needs: a grade 6 class and a grade 7 class. In each location, an important goal is to provide interesting and appropriate reading materials for students learning to read in a foreign language. Our discussion also explores previous research and recommendations related to language experience. We conclude by discussing three powerful benefits from a Language Experience Approach for reading instruction that bridge cultural and linguistic differences. (Contains 5 figures and 2 tables.)