This paper discusses complex issues surrounding second language teaching and learning and relates them to the introduction of second language teaching in New Zealand primary schools. After considering the recent trend in many countries to introduce second languages in increasingly younger learners, a review is made of dominant paradigms of second language teaching: grammar-translation, the direct method, audiolingualism, the natural approach and communicative language teaching. Each of these provides valuable insights for teaching aims and methodology, but no one approach or method by itself can meet the perceived needs of all language learners. A range of possible goals is suggested in terms of various competencies: linguistic, communicative and intercultural. Factors constraining the effective introduction of second language teaching in New Zealand primary schools are briefly outlined and explained. The paper concludes with the need to decide appropriate educational goals at a local level, according to the selection of target language/s and in the light of the opportunities and constraints of each specific context of learning.