This study investigated the benefits of a combined phonological and semantic approach to word-finding intervention for one individual with word-finding difficulties. This study implemented Bragard, Schelstraete, Snyers, and James' (2012) word-finding intervention method. The participant was a nine and a half year old girl who attended the Montclair State University Center for Audiology and Speech Language Pathology. Throughout intervention some stimuli were trained using the phonological approach and the other stimuli were trained using the semantic approach. The Comprehensive Test of Phonological Awareness, spontaneous speech samples, and picture-naming tasks were used as baseline and post-test measures of progress. The participant made gains in each area of assessment, with the most significant difference seen in semantic-based tasks. She showed progress in utilization of fewer word-finding difficulty behaviors. In post-test picture naming tasks, the participant demonstrated fewer semantic substitutions, reduced use of the filler 'um', and less time to produce correct answers. The participant also employed more semantic self-cueing in post-test assessment. The intervention demonstrated benefits for this specific participant following combined phonological and semantic word-finding intervention. The more significant gains found post-semantic therapy demonstrate the need for in-depth assessment and specific intervention based on the individual needs of children.