This study aimed to assess the experience of teaching English for the second grade of primary pupils from the perspective of male and female supervisors, male and female teachers, parents and pupils in Taif province. To achieve this, the study applied the descriptive approach. The study sample consisted of (10) supervisors, (94) teachers, 106 pupils, and (108) parents of pupils in Taif province during the second semester of the academic year 1439-1440 AH. The study instrument consisted of a questionnaire consisting of (49) phrases distributed over six Axes: the importance of English, the current level of teaching English In Taif, the pros of teaching English from the second grade of primary stage, the cons of teaching English from the second grade of primary stage, obstacles to teaching English from the second grade of primary stage, and solutions to overcome these obstacles. The validity and reliability of the tool were verified, and the results of the study used the following descriptive and inferential statistical methods: arithmetic mean and standard deviations, and weighted mean. The results indicated that all domains achieved high scores, except the cons of teaching English from the second grade of primary stage, which achieved intermediate scores. This indicates that the majority of the study sample has a positive attitude toward teaching English from the second grade of primary stage. The results also showed that there are no differences in the assessment according to the age, but it was significant according to gender in favor of females, this means that females are more appreciative of the pros, cons and constraints of teaching English. In light of these results, the study recommended the need to generalize teaching English from the second grade of primary stage in all schools,the importance of providing qualified and trained human resources for this stage, the need to design educational curricula that take into account the mental abilities and psychological needs of pupils in the primary stages, and experiences of developed countries, employing educational aids and support educational technology in teaching English for primary school pupils. The study suggested conducting a number of similar exploratory studies, which include the four educational areas of the Kingdom (Riyadh, Madinah, Jeddah and Asir) in which the teaching of English was experienced.