| Summary: | This study analyzed the effects of the English language immersion model in preschool education on the foreign language learning process in first grade students. It is a qualitative phenomenological study conducted in the Western and Alajuela regions of Costa Rica (San Ramón, Palmares, Naranjo, and Grecia). Data were collected through semistructured interviews with six first grade English teachers and two academic advisors. In addition, a documentary analysis of preschool and first grade English curricula was conducted. The study results revealed that the preschool immersion model provides students with a solid linguistic foundation, which strengthens their confidence and listening and speaking skills. However, significant challenges arose, particularly regarding the lack of alignment between the preschool and first grade curricula. Teachers reported a limited understanding of immersion implementation in preschool and the need for training to continue the process of English acquisition based on the Action Oriented Approach. This situation highlights the benefits of the immersion model, but also underscores the critical need for improved curriculum continuity, professional development, and institutional support. These improvements are crucial for maximizing effectiveness and ensuring a smoother transition for young learners.
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