The phenomenon of English as an international language has impacted on China in a wide range of ways across educational systems and society. English is seen as an extremely important language; therefore, the Chinese Government has promoted the acquisition of English by their citizens by making it a compulsory subject from Primary Three (Year Three), believing the notion of “the earlier the better” for language learning. Previous studies regarding English language education in China have focused on language-in-education policies and curriculum implementation, and the problems of teaching and learning in tertiary settings, but few studies have been conducted in primary or secondary schools. Although some theoretical concerns about the involvement of micro-level agents, who are also key stakeholders, have been considered, difficulties and challenges faced at a micro-level within communities, in particular the voices of key stakeholders on real needs of English and status of English, have not been studied. Through exploring the attitudes and perceptions of five key stakeholders (parents, students, teachers, principals, and government officials), this present study provides an in-depth understanding of primary school English education in China and considers pedagogical implications for the teaching of English.