Teacher´s beliefs and conceptions of teaching English are an important area for the professional development path of primary teachers. Giving primary teachers opportunities to grow professionally and support their learning belongs to the wide variety of practices that can be implemented to foster early education today. To do that, the Colombian government has implemented different initiatives; however, through the exploration of literature, primary public-school teachers need more professional development opportunities to fulfill the objectives stated by the Ministry of National Education. This is why, the present study aims to investigate the perceptions and attitudes of elementary rural teachers involved in the incorporation of English in their teaching practices. A total of ten teachers were selected to be involved during a semester that lasts the implementation of the project. Through qualitative research under the exploratory paradigm, we identified frustration, motivation, and lack of expertise as the main perceptions that interfere the teaching practices of the selected population. Findings suggest that professional development strategies should be incorporated as an eventual strategy to foster the teaching practices in the classroom.