This study attempted to survey English teachers’ perceptions on elementary school English education in order to identify issues and reality of elementary school English education and propose policy implications. The participants of this study were 186 elementary school teachers from 100 elementary schools, stratified by 17 provincial and metropolitan Offices of Education. The survey results indicated that the majority of teachers think the amount of English class hours and the level of English learning contents are sufficient. Teachers also believed that teaching more reading and writing to the 3rd and 4th grade students is needed, in order to enhance the elementary school students’ written language skills. Furthermore, teachers pointed out that the most serious problem about elementary school English education is a large proficiency gap among students, particularly in the lower grades (grades 3 and 4). Based on these findings, this study suggests that teaching more written language in the 3rd and the 4th grades English classes is required while enhancing students’ motivation in learning the language at the same time. This paper argues the need for reformation of National Curriculum from sequential learning of the four skills to balanced learning of the four skills from the early stages