This narrative inquiry study aims to explore the perceptions and experiences of four homeroom teachers teaching English at a small rural elementary school. The data include interviews with four teachers, their teaching journals, and interviews with twelve students. The data were analyzed qualitatively through content analysis. Major findings are as follows: First, the school where the teachers work influenced their experiences and perceptions. While students’ speaking opportunities, teacher autonomy about lessons, and individualized lessons were encouraged, students’ low access to English learning contributed to their low achievement in English. Second, compared to teaching as English subject teachers, there were both advantages and disadvantages in teaching English as homeroom teachers. Some teachers integrated English and other subjects and used English frequently in their classrooms. However, most teachers did not have enough time to prepare for English lessons due to their commitment to other subjects and administrative work. Third, difficulties in teaching English as homeroom teachers at a small rural school and effective ways to overcome them were examined. Lastly, problems students experienced in learning English at the school and solutions to them were sought. Important implications regarding teaching EFL as a homeroom teacher at a small rural school are discussed.