This chapter explores the notion of the optimal age for children to begin formal foreign language learning in schools, drawing on the perspectives of selected teachers in the Primary Level Spanish Pilot Programme (PLSPP), the stance of language scholars, Jamaica’s Language Education Policy, and the practices of primary-level teachers. The question, “At What Age Should Foreign Language Learning Start?” was a routine one, based on the well-known assertion that younger is better or earlier is better, as well as critical research on primary-level foreign language learning. Findings reveal disparities between some teachers’ philosophies, scholars’ views on early foreign language learning, and what is practised in schools. The author also posits that the Critical Period Hypothesis (CPH), as a theory and principle in natural settings, is plausible; however, in a formal context, such as a school setting in the Caribbean, the CPH is primarily advantageous if language learning is systematic and intensive.