This year the Japanese Ministry of Education implemented the period of integrated study from Grade 3 at elementary schools. Schools may choose English as a Foreign Language (EFL) as an educational activity. To this end the Ministry plans to create a strong English curriculum that is supported by a progressive teacher-training program and effective use of Assistant English Teachers (AETs) from Grade 3 onwards. The goal is to "expose elementary school children to foreign language and let them learn about the culture and the lives of the people that speak the language" (Nakata, 2001). The goal in itself is not a dramatic departure from what is already being experienced at any number of elementary schools. Once a week/month/year an AET/JET is wheeled into the elementary classroom to sing songs, drill flash cards, answer potentially embarrassing questions, and of course play bingo. The children deserve a higher meta-cognitive experience. I proposed a different goal to my local elementary schools and translated it into the nuts and bolts of an average school day. Administrators, teachers and parents in the local area were invited to look at the proposal and respond. This paper will outline the various stages of the program and discuss the implications of issues raised by teachers, administrators and parents.