The paper examines scaffolding as a method of teaching Igbo language to pre-school age, using actions, images and pronunciation practices (sensory, instruction and interactive methods) as a theoretical framework. Interactive models and language requires that scaffolding method enhances performance on assessment of task. Its specific objectives are to investigate the prospects and challenges of scaffolding as a method of teaching Igbo to pre-school age. The study revealed that scaffolding is individualized instructional method that possesses the biggest challenges for the teacher. The study also revealed that teachers’ manuals do not have scaffolding method for specific lesson content. However, the study reveals that scaffolding is effective in teaching preschool age.