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This study aims to explore teachers' beliefs about young learners' characteristics, reveal how these beliefs are reflected in classroom practice, and find out the factors that influence their beliefs and practices towards teaching English. This research was conducted in Bekasi from August 2021 to December 2021 with four experienced English teachers in elementary schools. This research was qualitative research with data collected from class observations, interviews, and document study. An interactive model from Miles and Huberman was used to test the data. The findings show that (1) teachers better understand the characteristics of young learners, especially in learning English (2) teacher believes the target of language learning achieved in several ways, the existence of theoretical and practical support, teacher guidance, the provision of various media and motivation to students. Regarding classroom interaction, the teacher provides curriculum-based material, delivers it interactively, and combines English and L2 as a means of communication in the classroom. (3) four factors influence teachers' beliefs and practices: the teacher's role as a facilitator, knowledge content, teacher experience, and teacher confidence. This study concludes that their teachers' beliefs are influential in the language classroom.