Current literature in the field of foreign language describes the benefits and challenges of elementary foreign language programs that meet several days a week over the course of a year, however little is known about elementary school foreign language programs that provide daily instruction within limited time frames of several weeks during the academic year. In this action research project, student surveys, teacher journaling, and individual student oral proficiency assessments evaluate a six and six model that distributes elementary school Spanish instruction within two six-week periods throughout the year. Findings demonstrate that the six and six instructional model promotes student proficiency, increases student confidence, and reduces classroom management issues. For the purpose of this study, the author designed a modified Early Language Listening and Oral Proficiency Assessment (ELLOPA) to assess students who followed the basic format established by the Center for Applied Linguistics. Established by the Center of Applied Linguistics, the ELLOPA is an oral interview used to assess the proficiency of students enrolled in preschool and elementary second language programs. (Contains 6 graphs.)