This study aims to explore the perceptions about English literacy education of primary school teachers to find ways to improve elementary English literacy education. For the study, on-line questionnaire was administered to 169 teachers. About 50 percent of teachers felt that reading & writing activities in the new English textbooks reflected the revised curriculum to an appropriate degree, but the amount of reading and writing activities in the textbook was not enough. Fifty percent of teachers answered that the difficulty of reading and writing activities in the new textbooks was appropriate. Teachers in large cities, however, responded that reading and writing activities in the new textbooks were easy for students, and teachers in small cities seemed to have reacted the other way. Teachers responded that students were not satisfied with textbook activities, since they were not interesting and filled with many repetition exercises. To overcome the monotony of these textbooks and differences in children’s level and to ensure the practicality of reading and writing activities in English classes, teachers seemed to reorganize the contents of the textbooks. Based on the results of the study, several implications were suggested for the development of the primary English literacy teacher training program.