This study is an empirical case study of the nature and quality of English language teaching and learning in the Korean primary school classroom. The research acknowledges the need for empirical classroom-based and process/product-oriented studies in Korean primary English teaching which has been implemented since 1997. The research links the Korean case to relevant SLA interaction literature as its theoretical foundation. A comprehensive theoretical and methodological framework was developed using some ethnographic methods (naturalistic observation, interview, diaries, etc.). Fieldwork was conducted in a state primary school in Seoul, Korea and followed by a multi-level qualitative analysis; both Macro analysis and Micro analysis of classroom interaction, and an Integrative analysis of learning outcomes. As the first in-depth investigation of Korean primary foreign language pedagogy, this study not only analytically described the nature of the learning process but also provided a richer and more thorough explanatory and evaluative analysis of the quality of both learning experiences and outcomes in this specific class. Together with our better understanding of English teaching in the Korean primary education context, this study has theoretical and methodological implications for classroom interaction research and foreign language pedagogy.