Recent policy reforms in Scotland mean that all primary teachers are expected to teach a foreign language (FL) to children from age 5, introducing a second language around age 9. This small-scale research study aimed to ascertain 38 primary teachers' perceptions of their confidence to teach an FL to primary learners and what they felt would be helpful in developing their language proficiency and language teaching pedagogy. The teachers, while enthusiastic about the thinking behind the policy, expressed concern about their ability to provide a good model of language to their classes and their own development as learners of a language while simultaneously having to teach it. FL assistants, secondary colleagues and FL development officers were seen as valuable sources of support, but questions were raised about the sustainability of the policy without long-term permanent commitment.