Working psychotherapeutically with preschool children and their families can be rewarding, but can also pose problems requiring innovative approaches. This paper reviews some treatment initiatives which others have used and describes clinical situations in which, among other techniques, singing interpretation was used. Therapists are encouraged to persevere in working with "inaccessible" preschoolers and to experiment with various methods of breaching this façade of inaccessibility, while carefully monitoring the meaning of such approaches for themselves.