“It’s like a completely different school subject!”

Abstract Early language education has become a global phenomenon, yet research on teacher conceptualizations in this area remains limited. This qualitative study examines teacher conceptualizations of the differences in teaching English when education begins in first versus third grade. The study is based on survey data, which were analysed through reflexive thematic analysis. The analysis revealed five main categories in relation to the differences in teaching English in first and third grade: (1) teaching practices, (2) pedagogical goals, (3) target group, (4) material and temporal resources, and (5) evaluation. The findings provide valuable insights into early language education in Finland, offering possible implications for pedagogical practices, curriculum development, and teaching materials, ultimately contributing to educational system improvements both in Finland and globally.