While some studies have examined second language (L2) learning in young children who have at least one peer who speaks the same first language (L1) in the same preschool classroom (Clarke, 1999; Damhuis, 1993; Fraser & Wakefield, 1986), little research has been done concerning a young child learning an L2 through play in a natural setting in preschool where no one else in the classroom speaks the same L1 as she or he does. The purpose of this present study, therefore, is to explore how an L2 learning child (a Chinese girl) will adjust to new linguistic environments and develop her L2 ability through interactions with her teachers and peers, who are ethnically and culturally diverse, through play in preschool. This study was conducted using an ethnographic design in order to understand the dynamics of the class, learn more about individual participants, and get more in-depth information. One of the implications from the author's observations is that a teacher's bilingual and bicultural background seems to help L2 learning children adjust to a new culture, especially for their affective domains. Second, it is important for any adults surrounding children who are learning an L2, including teachers and parents, to be sensitive enough to understand those children's feelings through both verbal and nonverbal interactions. Third, teachers should learn when and how to provide appropriate scaffolding to the children through play, which is one of the crucial aspects of Vygotsky's perspectives on child development.