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Learning English is learning that is required to improve language skills in students. The four skills in English must be mastered by them, however, the segregated-skill is still often used by some teachers in teaching English in class. It is still seen as an effective way since integrated-skills is not clearly written in every textbook the teacher uses in the classroom. This study was aimed to determine how teachers perceive the integrated skill and its implementation in the classroom. This research used a case study method by applying interviews, questionnaires and documentation to three teachers from SD Mutiara Bangsa 2 Tangerang City where primary and secondary data will be obtained. Data were analyzed by descriptive analysis method. The theoretical used is the theory of the Integrated Skills Approach (ISA). Based on the data analysis, it can be concluded that the teachers at the school positively perceive ISA as an English learning approach that can improve students' English skills. In implementing ISA, they usually convey these four skills in a sequence which one of these skills is used as the main skill. Through this implementation, it can be seen that they use a complex task-based integration approach.