The purpose of this comparative case study was to explore English language teachers' beliefs, assumptions and knowledge about learner-centeredness and to see how they implement learner-centeredness in their classrooms. The study was conducted at one public and one private primary school in Istanbul. Focus group interviews were held in each school with thirteen teachers of English and then individual interviews and observations were carried out with four volunteer teachers being 2 from the public primary school during the spring semester, 2004-2005. The four participant teachers were observed in their classrooms ten times along with before- and after-class observation reflections facilitated by the researcher. These observations were accompanied by document analysis. Data from the interviews were inductively analyzed. The findings indicated that public school EFL teachers had limited knowledge to implement learner-centeredness whereas private teachers did not.