<![CDATA[The implementation of English as a compulsory subject in Indonesian primary schools has increased the involvement of non-specialist teachers in English instruction. However, limited studies have specifically explored how non-English teachers perceive their own English subject matter knowledge in primary EFL classrooms. This study investigates how non-English teachers perceive and describe their knowledge of vocabulary, pronunciation, and grammar in primary school English teaching contexts. Employing a qualitative case study design, the study involved five classroom teachers teaching English in Grades 4–6 at a public primary school in Indonesia. Participants were selected through purposive sampling because they were responsible for teaching English despite having no formal educational background in English language teaching. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed two major themes. First, vocabulary was perceived as the most accessible and manageable component because teachers could rely on translation, textbooks, and digital tools to support instruction. Second, grammar and pronunciation were perceived as more challenging components due to uncertainty regarding grammatical rules, pronunciation accuracy, and limited formal preparation in English teaching. The findings indicate that non-English teachers possessed uneven perceptions of English subject matter knowledge, with stronger confidence in vocabulary than in pronunciation and grammar. The study highlights the importance of providing targeted professional development programs to strengthen the linguistic competence of non-specialist teachers involved in primary English instruction.]]>
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