In Sweden, there are three subjects that are mandatory to pass to be qualified for further studies (gymnasium) after year 9 of elementary school: English, Mathematics and Swedish. Sweden has a long tradition of teaching English as a foreign language in schools, from a very young age. However, municipalities and schools are given the freedom in Sweden to decide when to start teaching English, between age 7-10, which means that there could be a great difference between schools and different parts of the country. It also means that there are different reasons and discussions behind when and why students should start learning. The purpose of this paper is to investigate what reasons and discussions lie behind different schools’ decision of when to start teaching English. The head teachers and one teacher from three different types of schools were interviewed to find what their views were. The results look at whether the decision was based on research, if teachers were involved in the decision, whether they viewed positive or negative effects of an early language start, if there are any practical issues with an early start and whether or not different age starts affects an equal school for all. The four interviewees answered quite similarly to the questions with only some exceptions. The decision at all schools was to start English language instruction from year 1, in a playful manner with games, songs and rhymes. The general feeling at all schools seems to be that the earlier language instruction starts, the better. This assumption has not been based on any specific research, but rather something, that is considered a ‘universal truth’