This case study deals with teaching and learning English to preschoolers in Tetova. The theoretical part commences contextualization of very early English teaching/learning, followed by characterization of preschoolers’, their language acquisition and development. Next section discusses advantages and potential drawbacks of very early English teaching, based on foreign researches. Subsequently, the author formulates underlining theoretical input relevant for very early English teaching/learning, focused on didactic principles. The practical part consists of an empirical research, which with the help of observation and interview, aims on finding out how and to what extent are the chosen principles for teaching English language to very young learners followed in the practice in chosen kindergarten and private courses (Helen Doron).