This study aims to investigate elementary English teachers’ experiences and perceptions of English teacher training programs. Ten competent and experienced elementary teachers participated in the study. Individual interviews with four of the teachers and focus group interviews with the remaining six teachers were conducted. The findings are as follows. First, for four teachers, their internal factors related to individual experiences and external factors such as school context or English education policies contributed to their motivation to participate in teacher training programs. Their training was internalized through classroom practices and reflective teaching, affecting the individuals’ philosophy on ELT. Second, factors of effective teacher training programs included training programs, individual teachers, school contexts, and teacher education policies. In particular, in-depth participatory curricula, competent instructors, and collaborative peer teacher learners were highly emphasized. Third, the needs analysis for teacher training programs showed that the programs should be improved and supported in terms of program content and organization, school administrators and peer teachers, and governmental policies. Suggestions included expanding the budget for training programs, establishing customized training programs for various skill levels, ensuring English teaching opportunities for professional teachers, supporting excellent teachers, and improving monetary compensations and promotion opportunities for elementary English teachers. Further important implications regarding English teacher training programs and English teacher education policies were discussed.