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Speech delay is considered prevalent in young children and becomes significant attention among early childhood educators since it may affect the communication and social skills of children. To deal with this problem, a pedagogical approach is carried out to facilitate educators in helping young children with such hindrance. This study aims at investigating the pedagogical approach employed by the teacher to address the speech delay. A descriptive qualitative study is used to examine the implementation through interviews and observation. Educators from identified schools with speech delay pupils were selected to participate in the study. The findings revealed a series of pedagogical treatments utilized for resolving the speech delay started from classroom management, teacher-s modelling, small group opportunity, big group opportunity, teacher-s scaffolding, and referral system.