Compared with other regular subjects on the elementary school curriculum, English has been taught by various types of teachers at public elementary schools in Korea. This study aimed to explore the roles and the merits and demerits of the teaching of English by homeroom teachers in public elementary schools in Korea. The participants are seven teachers(6 females and 1 male) who taught at elementary schools in the regions of Gyeonggi, Incheon, and Seoul, when this study was conducted. The teachers, who hold an MA in Teaching Elementary English, have experiences of teaching English not only as homeroom teachers but also as expert English teachers. A questionnaire, which includes basic information about the teachers and the interview questions regarding their retrospective views of teaching English as homeroom teachers, was developed and carried out to the teachers through e-mails. The results indicate that the teachers agree on the insufficiency of the hours of teaching English in elementary schools and the homeroom teachers can have positive roles in extending the time and types of teaching English and enhancing the students’ interests in learning English for their English competence development. However, some difficulties and problems are pointed out in the areas of the teachers’ English competence and English teaching capabilities, school curriculum and the administration, and the relations among the related persons. Based on the results, some suggestions are made about the issue of who would be the most appropriate as English teachers in public elementary school in Korea.