<![CDATA[The growing implementation of English in Indonesian primary schools has increased the need for teachers who can provide effective English for Young Learners (EYL) instruction. While previous studies have examined teachers’ qualifications and self-reported competence, less is known about how instructional ability is demonstrated in actual classroom practice. This study explores how teachers’ instructional ability is manifested in urban primary EYL classrooms and the factors that support or hinder it. A qualitative case study was conducted with four English teachers from four public primary schools in Jakarta. Data were collected through semi-structured interviews and classroom observations and analysed using Braun and Clarke’s six-phase thematic analysis. The findings show that instructional ability was demonstrated through responsive lesson planning, developmentally appropriate classroom management, interactive teaching methods, and purposeful use of instructional media. Teachers’ practices were shaped by professional learning, student engagement, and school resources. When resources were limited, teachers relied on additional personal effort and family support to sustain instruction. The study highlights instructional ability as a multidimensional and context-dependent practice and emphasizes the need for sustained professional development and equitable instructional resources for effective EYL teaching.]]>
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