This study investigated the effectiveness of a variety of teaching techniques, including both standard English-as-a-Second-Language (ESL) methods and the teacher's own strategies, in improving the English language proficiency of 15 Haitian and 5 Hispanic third-graders. The students were administered oral and written pretests and found to be functioning in English at nonindependent levels. Instruction combined three distinct approaches (scientific, traditional, and direct) and used short stories, individual and group instruction, peer tutoring, flash cards, posters, textbooks with pictures, tape recordings, television viewing, a field trip, limited reading and writing experiences, and language experience charts. The students were instructed for 2 hours a day for 12 weeks. Posttests indicate that all of the students gained significantly in English language proficiency. Other teachers are encouraged to incorporate such techniques as peer tutoring, language experience charts, television, tape recordings, and field trips in both pull-out programs such as this and other ESL, bilingual, or special education classes. Schools are encouraged to offer generalized workshops for teachers in similar methods. (MSE)