The paper is based on research that was conducted during a total of 6 weeks of English language classes, where the role of modalities in learning a foreign language among preschool children was examined through two units, divided into six subgroups, through lexical-semantic categories (animals: wild, farm, aquatic; functional objects: school, kitchen, bathroom utensils). Two groups of children were included: an older group - children aged between 6 and 7 (seven children) and a younger group - children aged between 5 and 6 (eight children); a total of 15 respondents. In a total of six weeks, the children learned the terms of the six categories mentioned above audiovisually (using video material), visually (using educational cards) and kinesthetically (using a physical object). After studying each subgroup and different ways of learning, they were asked how many concepts the children learned visually, audiovisually, or kinesthetically. The examination of a particular category took place after a week of learning about the category (2 hours a week of English in which a particular category is taught) by showing a photo of an object or an animal (different from the one used during learning, but it is about the same concept) these children had to say what they saw, i.e. they were given a naming task. After six weeks and six categories, there would be a final examination in which each child would again be given all the concepts that were processed (all 6 categories) for recognition. The research lasted a total of nine weeks; six weeks of learning concepts and examination of the first five categories, one week of examination of the last category and two weeks during which the second, i.e., final round of examinations took place. This research would show whether children learn a foreign language more easily through educational cards, videos, songs and conversation or by touching a physical object, i.e. whether children learn more easily through a visual, kinesthetic or audiovisual modality, and whether the time lag (of several weeks) affects knowledge of certain categories. It would also be discussed whether gender, prior knowledge of a foreign language, mother tongue or motivation influence the learning and acquisition of a foreign language in preschool children.