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A substantial body of research has examined how teachers perform when teaching English through English(TETE), but there has been very little research on what beliefs student-teachers who are yet to enter the teaching profession have about TETE. Hence, the aim of this paper is to investigate the beliefs student-teachers have about TETE in elementary school. In particular, it attempts to explore what student-teachers think about TETE, how they perform in TETE during their practicum, and what variables affect their beliefs and performance on TETE. To this end, a set of questionnaires were designed and distributed to 141 student-teachers, 122 experienced teachers and 420 elementary school children. An analysis of the data collected revealed that half of the student-teachers showed a positive response to TETE. In contrast, experienced teachers were observed to be more reluctant to teach English in English than pre-service teachers, with about 37% responding positively to TETE. The major variables which affect student-teachers's beliefs about TETE were found to be children's weaker-than-expected response to TETE, supervising teachers' reluctance to carry out TETE, and lack of various TETE materials and methods.