Foreign language learning becomes more and more important in a world that is moving closer together. The range of foreign language teaching programs has also been growing and various models are available nowadays to facilitate early foreign language learning. Certainly, research has shown that there is a certain time gap for foreign language acquisition (FLA). However, this growing field has not only brought up questions concerning the age factor and the adequateness of different teaching methods in FLA, but has also caused controversial debates about the non-native and the native speaker teacher. The present research study aims at discussing certain windows for FLA, exploring the field of teaching methods for early foreign language learning as well as having a closer look at the advantages and disadvantages of both, the native and the non-native teacher. For this purpose, the current qualitative study investigates two teaching programs, namely a mini-lesson and a full-immersion program, in Austria and in the USA. In the course of this study, five lessons of each program were observed and nine teachers were asked to complete questionnaires in order to gather data about the native speakers and their teaching methods.The results of this survey indicate that the second window for language learning, which starts at the age of four and often coincides with the beginning of kindergarten or nursery school, should be considered as opportunity for introducing a foreign language. In addition, even though children who acquire a foreign language successively switch between codes in the beginning, they still might become proficient speakers of the target language. Furthermore, since non-native speakers may also be qualified language instructors and due to shortage of native speaker teachers, non-native speakers should acquire specific didactical as well as linguistic training in the target language, in order to ease the teacher shortage in early educational institutions.