İnci, SibelYıldız, Sevilay2021-06-232021-06-2320192332-3205https://doi.org/10.13189/ujer.2019.070216https://hdl.handle.net/20.500.12491/3805We can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers’ beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany (North Rhine-Westphalia, Baden Württemberg and Berlin). This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall. © 2019 by authors, all rights reserved.eninfo:eu-repo/semantics/openAccessComparative EducationEnglish TeachingPrimary School English ProgramProgram EvaluationArticle10.13189/ujer.2019.070216724364492-s2.0-85061674814N/A