The Picture-Word Inductive Model (PWIM) is one of the new teaching methods introduced in English Language Education (ELT) in China, in order to develop English learners' communicative competence. However, studies conducted on PWIM from the perspectives of English learners are underrepresented and no research has been done about using PWIM with English learners in China. Considering this gap, I attempted to answer the question: What are young English learners' perceptions of PWIM? I deployed observations, questionnaires, and interviews to explore what fourth and seventh graders perceived to be the strengths and drawbacks of PWIM. My findings suggest that many students listed and exemplified numerous strengths of PWIM, and a few mentioned its weaknesses. The students expressed that PWIM had a positive effect on their English learning.