This study aims to explore the readiness of elementary school teachers to face the government's policy to implement English as a mandatory subject starting from the 2027/2028 academic year. The main focus is to examine teachers‘ perceptions of the policy and their professional development strategies in response to curriculum changes. The research employed a qualitative case study approach. Data were collected through semi-structured interviews with two teachers from SD Negeri 03 Petung, Karanganyar, Central Java. Data analysis was conducted using the stages of data reduction, data display, and conclusion drawing, based on the Miles & Huberman model. The findings reveal that teachers generally hold positive perceptions of the policy, considering it relevant to students' future academic and professional needs. However, their readiness remains limited due to a lack of English proficiency, insufficient training, the absence of specialized English teachers, and minimal government support and resources. Despite these challenges, the teachers demonstrated strong motivation and commitment to self-improvement through collaboration, independent learning, and the use of creative teaching strategies. The study concludes that the successful implementation of this policy requires comprehensive support from the government, schools, communities, and parents to ensure that early English education can be effectively integrated into the primary school curriculum.