The present study explored the experiences of six elementary teachers as they had strived to develop expertise in teaching English since it was introduced as a regular subject in 1997. The focus was on what they have done for their professional development, what they perceive to have influenced on the acquisition of expertise, and how they reflect on their professional growth over time. Two rounds of life story interviews were conducted with each teacher, and they were all recorded on digital audiotape and transcribed verbatim. Interviews centered on uncovering teachers’professional histories, teacher education experiences, past and current work with children, conceptions of themselves as an English teacher, critical incidents in their teaching careers, and their future career plans. Five themes emerged from the content analysis of the interview data. They include teacher development as social development; the unique challenges of being and becoming an English teacher; learning for and from students; developmental concerns and needs in teachers’ career cycle; and the impact of policy changes on teachers. The study concludes with some implications for educating in-service teachers.

• Young-A Lee(Hankuk University of Foreign Studies)