This study aims to investigate how students, teachers, and parents perceived and evaluated the intensive primary English camps implemented during school vacations. These camps were run across South Korea in a variety of ways with support and guidance from regional education authorities. For this study, the guidelines and instructions issued by the 16 regional education authorities were closely analyzed, and a total of 5,800 students’, teachers, and parents were surveyed. Most respondents expressed their satisfaction with the camp program: They had a high opinion of the variety of program activities, the opportunities to speak with English native speakers, and the students enhanced interest and confidence in learning English. On the other hand, numerous respondents wanted the program to be improved particularly in the areas of textbooks, materials, and level-insensitive student placement. Overall, the respondents turned out to have rather negative feelings about the educational effects (i.e., improving English ability and understanding foreign cultures) of the short-term intensive programs. In particular, the parents were doubtful that the camps would reduce private education costs. These results show a discrepancy between policy and implementation. Finally, this study provides some important implications for policymakers, teacher educators, and teachers themselves regarding intensive primary English camps.