Recognizing English as an increasingly powerful lingua franca, many governments in East Asia have implemented English-language education at the primary school level. The zeal for teaching English to younger and younger learners extends to both within and outside of the formal education system. While there are many unique local issues, a number of challenges and issues apply across the East Asian region. In this article, I focus on three such topics: (a) the widespread belief in the increased benefit of starting English-language learning when children are very young; (b) the emergence of new instructional models in early English teaching; and (c) the growing gaps in English-language achievement by children’s socio-economic status (SES). In discussing these issues, I draw on examples from previous studies as well as my own applied linguistics research in East Asia. I conclude by offering suggestions for future research directions that will inform pedagogy and policies for early English education.