Dissertation (MA Education)This study was conducted on understanding of Lesson Study (LS) in teaching English language among primary school teachers. The study focused on three objectives. First, it explored teacher‟ understanding of LS in teaching English language. Second, it investigated the nature of teachers‟ knowledge of LS in relation to teaching of English language among primary schools. Third, it explored the approaches to implication of LS in teaching English language at primary schools. Qualitative approach through phenomenology research design was employed. A sample of seven (7) English language teachers was purposely selected. Then, they were collected through face-to-face interviews and telephone conversations. Data were transcribed verbatim and analyzed thematically. The study found that: first, teachers had a contextual understanding of LS in teaching English language at primary schools. Second, the nature of teachers‟ knowledge was contextualized from the experience of other teachers‟, peer coaching and in-service trainings. Third, teachers contextualized positively the applications of LS in teaching English language at primary schools. The study concluded that it is important to implement LS in teaching English language at primary schools. This would be an essential attempt towards arriving to the improved practices about teachers‟ perception of LS, the nature of teachers‟ knowledge about LS and the application of LS in teaching English language at primary schools.