This paper outlines some concerns that must be addressed in writing primary school English curriculum and materials in the Korean context and makes suggestions to better the quality of materials made for the next time around. Literature review of current primary school English materials has shown that setting realistic and appropriate program goals based on needs analysis, early introduction of written skills, adoption of graded reading and writing materials, and more informative teacher's guides are needed. Suggestions are made in terms of the organization of the curriculum, language materials, continuity, diversity of needs, class time modules, and teachers’ roles, as well as trainer and teacher training. These issues need to be tackled at the personal, local, and national levels in order to bring out a better outcome in primary school English education and to maintain continuity into the secondary school.