This study aimed to examine the acquisition of Roman alphabetic script among young children within a bilingual (Arabic and English) educational environment employing a language separation pedagogical approach in Muscat, Oman. Data were collected utilizing participant observations, video recordings to capture the interactions of three children and the instructive practices of the teacher, and teacher interviews, in order to explore the efficacy of this model. The findings of the study indicate that children demonstrate proficiency in script composition in their second language (Roman-English) through engagement in diverse classroom activities, including mathematical and artistic pursuits. Despite prevalent negative perceptions associated with language separation methodologies, our findings suggest its potential effectiveness in facilitating second language acquisition and literacy development. Implications of the study's outcomes are discussed, along with avenues for future research inquiry.