The language of instruction in South Africa is nowadays a very controversial matter. As a result of South Africa’s political history, English is nearly always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This inquiry reports on research conducted at an Ex-Model C (previously privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. This inquiry examines the practices implemented by Foundation Phase teachers to teach students via the medium of English, and to determine how the school has managed to preserve a consistently high academic standard, despite the language difficulties of their students. The findings of the inquiry can make an important contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.