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The purpose of this study is to scrutinize how primary school parent-teachers perceive primary English education and their children`s English learning at public primary schools and private academies. The participants of the study were 84 primary school teachers in Jeolabuk-do and Gyeonggi-do. The major findings of the study are summarized as follows: most teachers perceived that English Subject Teachers teach English more successfully than homeroom teachers who teach English, English native-speaking teachers or English Conversation Instructors; they need to improve their English skills and teaching skills to teach more effectively; they implement both Audiolingual and Communicative Language Teaching class activities; Korean teacher training programs are the key to making primary English education more successful; since primary English education started at public schools in 1997, more children have been forced to learn English at private academies, than before. They perceived also that children`s English learning at public schools is very limited, so they helped their children by sending them to study English at private academies paying expensive so burdensome tuition fees. Some regionally different perceptions indicate that Gyeonggi parent-teachers valued the importance of private English learning more. The study results shed light on parent-teachers` yearning to improve their teaching and English skills and to become educational innovation pioneers. The study results also highlight regionally different parent-teacher perceptions and a primary school parent-teachers` dilemma between English education providers at public schools and parents of children at private academies.