The purpose of this study was to examine the use of phonologically-rich choruses in speech therapy on the articulation accuracy of kindergarten through second grade children who demonstrate speech-sound errors. Specifically, this study consisted of providing students with traditional speech therapy until a baseline was achieved, then staggering the start times of the participants’ musical interventions, teaching the participants an articulation song in therapy, and providing parents with the means and method of tracking usage. Identical assessments were taken pre- and post-intervention and identical cold probe data was taken biweekly at the beginning of each session to track the participants’ progress accurately. A pre-intervention survey was given to the parents for informative purposes. A post-intervention survey was also given to the parents to examine the parent perceptions of songs as the articulation exercise. The results of the intervention indicated that the use of phonologically-rich choruses is an effective exercise to supplement speech therapy in kindergarten students. The parent responses in the follow-up survey indicated that they were interested in continuing to use the musical method as an at-home exercise.