The aim of this paper is to present a project for teaching Greek as a foreign language. For the purpose of the project, user friendly materials and tasks were developed, based on learners’ individual needs. The materials were contextualized to the experiences of the specific groups of learners, which were examined through a needs identification instrument, before the implementation of the project. In addition, the materials were contextualized to topics and themes that provide meaningful and purposeful uses for the target language. Every unit was designed to offer opportunities for integrated language skills development, as well as to offer a variety of situations, nations and functions and to provide opportunities for self-evaluation. Every unit was taught through three basic stages: a) the pre-stage, which was the stage of activating young learners’ prior knowledge, stimulating their motivation and familiarizing them with the vocabulary of the unit; b) the while stage: the students were engaged in text reading and comprehension, as well as performing vocabulary activities; c) the post-stage: in this stage, the students were involved in writing and speaking-interactive activities, such as pantomime and role-play games.