The process of limit is the heart of Calculus. Most of the students in the class are interested in the techniques of finding the limit, rather than getting concept of limit. This happens, due to the usual practice of mathematics teachers to introduce the concept and techniques of derivative first and, limit later in the class. Almost each Textbook of Calculus and Analysis first introduces the concept of limit and then derivative, but in the classroom often the process is in reverse order. Our experience among U.G. students of Calculus, many students face difficulty in understanding the Epsilon-Delta definition of limit, however they have been using the limit process in their courses of study since two-three years. The aim of this paper is to show, how one can introduce Epsilon-Delta definition of limit in class before introducing derivative. We believe that after learning with steps or methods presented in the paper students will definitely get inside the concept of limit and will be able to explain it.