This paper aims to combine cooking with language learning to create a sustainable language learning environment for young children. We investigate the pedagogical benefits of cooking as a task in Task-based Language Teaching (TBLT) for young learners of English in South Korea. We follow the definition of ‘task’ by Bygate et al. (2001). Our focus is on vocabulary acquisition. Using both quantitative and qualitative methods, we prove that tasks such as cooking produces not only better performance, but also creates a positive, enjoyable learning environment for young children. The benefits of cooking in language learning within a TBLT setting has been widely attested in the case of adult learners who are learning European languages (Seedhouse, 2017). There is, however, a lack of equivalent research which demonstrates the pedagogical impact of cooking in the case of young learners, although this is often generally assumed in early-years education.