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This study aimed at discovering what personal practical knowledge elementary English teachers employed in their teaching practice and how they formed and used it in the constraints and conflicts that surrounded their teaching. Four elementary school teachers were the participants of the study and a retrospective in-depth interview was conducted individually. The results showed that the teachers had the knowledge of instruction in common: They emphasized the importance of maintaining students’ interest in English by making them be engaged in the instruction. The teachers tended to believe that they should teach what they thought was necessary for the students, regardless of the textbook and the curriculum. In this case, their instruction took the form of secret stories, as opposed to sacred stories and cover stories. The secret stories were used in the process of dealing with the constraints and conflicts that surrounded their teaching practice. The teachers also had the knowledge about their contexts of teaching English, which they didn’t find to be supportive of their teaching. This study has implications for researchers and teacher educators.