A study investigated how the core experiences of a whole language kindergarten influenced four Korean immigrant children to acquire English language and literacy. Core experiences examined include reading aloud and response, shared reading and writing, independent reading and writing, and inquiry activities. Information gathered for the case studies from anecdotal records, portfolios, and interviews was analyzed to arrive at generalizations and identify some universals about language learning. Results suggest that when the Korean learners of English as a Second Language (ESL) were immersed in a literate environment and engaged in speaking, reading, and writing experiences that were integrated, meaningful, and functional, they learned to speak, read, and write English. These experiences provided the children with an opportunity to observe demonstrations and engage in real speaking, reading, and writing processes using authentic materials and resources. Because the curriculum was child-centered, the children could choose experiences appropriate to their strengths and interests. As a result, they were motivated to learn in a risk-free environment. Recommendations are offered to administrators and to ESL and regular classroom teachers. A 38-item bibliography and a list of trade books used in the study are included. (Author/MSE)