Problem StatementAt the present time, with the process of globalization, individualsfrom all over the world need to learn a foreign language with the aim ofrecognizing different societies, cultures, beliefs and communicate withdifferent people. Therefore, training programs have been prepared inmany countries related to foreign language teaching; hence it has beengiven importance to foreign language teaching. English has been taughtas a second language in many countries since 1990s as a reaction tothe effects of globalization. This idea is also closely related to the factthat English is the language of science and technology as well as beingcommon language of international communication. Turkey has attachedgreat importance to foreign language teaching with the effect ofglobalization, thus developing educational program.In Turkey, foreign language teaching was initiated after the sixthclass before 1998; however, foreign language teaching began in thefourth class with the amendment of the education system in 1998. Finally, foreign language teaching has started to be taught to thesecond grade students due to change in the education system as 4 + 4 +4 discontinuous compulsory education in 2012-2013 academic year.Foreign language teaching at an early age has gained a greatimportance in recent years. Indeed, foreign language education andtraining at an early age has become an increasingly prevalent anddiscussed issue as a result of international projects and studies -especially in the USA and the US. Hence, thinking foreign languageeducation is supposed to start at an early age, Turkey has also begun toteach English to the second grade student. Therefore, in our country,Primary Education (Primary and Secondary) English Course (2nd, 3rd, 4th,5th, 6th, 7th and 8th classes) Curriculum was adopted to implement inthe second and fifth grade since 2013-2014 academic year with the02/01/2013 date and 6 decision of Ministry of Education Head Councilof Education and Morality Board of Education; 3rd, 4th, 6th, 7th classessince 2014-2015 academic year and 8th class since 2015-2016academic year. The need for current and effective training programsparallel to contemporary education approach and the demand forredesigning curriculum with the transition to 4+ 4+ 4 discontinuouscompulsory education are shown as the justification of the newprogram.The principles and explanatory of the Common EuropeanFramework are taken into account during the designing process of thenew English curriculum. Only listening and speaking skills areemphasized in the second grade level of the program. Flashcards andaudio-visual materials are required to be used as teaching materials onthis level. Besides, project and portfolio evaluation, paper-pencil tests,self and peer assessment as well as teacher observation form have beenproposed in the assessment dimension at all levels of the program.English courses are implemented as two hours per week in the primaryeducation second grade students. The fact that English courses aretaught first to primary education second grade students and thebenefits are mentioned above has attracted the attention of theresearchers. When the related literature is examined, it has beenidentified that the number of researches concerning second gradeEnglish courses is low. It was decided whether this course isappropriate to apply in the second year, whether it exists problemsassociated with the teaching process of this course; moreover, the viewsof the teachers related to the program of this course were determined.PurposeThe study aims to evaluate primary education second gradeEnglish course based on the opinions of English teachers.The following questions have been asked within the frameworkof this aim: What are the opinions of the teachers regarding Englishcurriculum for the second grade students? What are the views of the teachers on the implementation ofEnglish course in the primary education for second graders? What kind of problems do the teachers encounter in theEnglish courses which are applied in the second grade?  What are the solutions of the teachers to the problemsencountered in English courses?MethodPhenomenology which is one of the qualitative research designswas used in this study so as to assess the views of the English teacherstowards the second grade English courses. The study deals with Englishcourse for the second graders in primary education. The study wascarried out working group consisting of 8 English teachers teachingEnglish to primary school second grade students in 2013-2014academic year. In the current study, snowball sampling which isone ofthe purposeful sampling methods was used.Results, Discussions and RecommendationsThe researcher found the English teachers in the vicinity at first,then, the other English teachers who are eligible to participate in theresearch were found with the help of these teachers. The opinions of theteachers were asked through semi-structured interview form.Descriptive analysis was used in the analysis of the data. Depending onthe obtained findings, teachers stated that the acquisitions and thecontent of the English curriculum are appropriate to the level of thestudents; moreover, they use assessment tools as well as studentbasedmethods and techniques. Most of the English teachers assessedforeign language education at primary education second class in apositive manner; besides, they stated that foreign language educationwill be useful for children and it will expand their horizons. Most of theteachers reported that they confronted with problems during Englishcourse due to the lack of equipment and thus developingrecommendations based on the problem. The following recommendations have been developed basedupon the findings of the research. Primary education second grade E