Music teachers often include in their lessons activities that promote music literacy, such as manipulation of icons to show high versus low or long versus short, learning note names both melodically and rhythmically, and improvising on pitched and nonpitched instruments. Additionally, the National Standards for music education address literacy specifically with Standard 4 (creating and improvising) and Standard 5 (reading and notating). While it is good to have these activities and standards to start with, teachers are always looking for new ways to help students achieve the goal of music literacy. In this article, the author introduces the Kodaly Method of music teaching, which incorporates the sequence of preparation, presentation, and practice in an age-appropriate and developmentally sound manner; allows students to build on previously learned skills and concepts; and results in music literacy. She argues that acquiring music literacy is not a goal that should be started and achieved only when students have reached their late elementary years; rather, it can and should be incorporated as early as kindergarten and continue throughout their formal school training. (Contains 6 figures and 6 notes.)