Implementation of multi-sensory input activities as an engaging supportive tool to promote the development of vocabulary in English as a foreign language in young learners is a project that was conducted with 10th graders in a public secondary school located in Pereira, Colombia; influenced by the French author Tomatis´ (2002) idea, who proposed that student’s senses must be stimulated since this can be a considerable benefit at the time of learning a second language. In other words , implementing multi-sensory techniques offers benefits that other methods do not, like updated classroom procedures and activities, more inclusive activities for all the different learning styles and more overall engaging material, this last one being quite important as this project was conducted on secondary students, as this specific group being one not that ¨proficient¨ or ¨well behaved¨ because of the student´s background, this material really had to motivate them enough for they to work in the class. So motivation was decisive to engage the students into the class itself to accomplish properly all of the sessions, this ¨motivation¨ was achieved through the implementation of different classes that differed from regular-classes students get used to take. That way, it could be observed and analyzed if this multi-sensory procedures generated a positive impact on students English as a foreign language learning process.