This paper provides a description of the developing verb morphology of 13 children enrolled in the Cherokee Nation kindergarten immersion program as documented on the Cherokee Kindergarten Immersion Language Assessment. An obligatory occasion analysis of kindergartners' production of third person singular and plural present continuous verbs indicates that although children were beginning to apply rules for verb morphology, they were limited in their ability to accurately convey everyday actions of others. The findings concur with research conducted in other immersion settings which suggests that language present in typical immersion classrooms is not always optimal for the attainment of high levels of proficiency, and points to the need for further professional development for teachers in form-focused instruction and a culturally based approach to understanding Cherokee linguistics. PUBLICATION ABSTRACT