Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) willupgrade English to an official subject from 2020. The purpose of this paper is to investigateelementary school teachers’ perceptions about English teaching qualitatively during thisperiod of moving into a new stage. The participants are six homeroom teachers (HRTs) in apublic elementary school. Some of them have never taught English or taken any teacherdevelopment. Each teacher was requested to answer the open-ended questionnaire and wasinterviewed in order to better understand the questionnaire. Analysis was carried out byModified Grounded Theory Approach (M-GTA). Results indicate that although homeroomteachers have negative opinions about teaching English at elementary schools, they also haveunderstood the necessities of teaching English in this era of internationalization. The studyfound that regarding their teaching, help from ALTs and resources such as manuals to assistin carrying out the curriculum, forming lesson plans and designing materials are essential.