Several years ago a discussion began among educators in a rural Philippine community in Kalinga Province on the difficulties of education in second languages. This discussion resulted in the experimental implementation of a First Language Component Bridging Program in the early primary grades in select classes of the public school system. The motivation behind this initiative is reviewed, as well as the adjustments currently being made. The response of the teachers and the community toward this initiative at the beginning and again, four years later, has been very encouraging.