This brief report synthesises findings from teacher interviews and observations conducted in five Asian countries: Bangladesh, China, Indonesia, Malaysia, and Vietnam. The report explores the qualifications and teaching experience of English for Young Learners (EYL) teachers in Bangladesh, China, Indonesia, Malaysia, and Vietnam in relation to the multilingual reality of the countries. Examining the issue is timely and significant in the context of ongoing reforms in primary English education around the world, particularly Asia. It is also relevant to understand the nexus of multilingual education of which the EYL classroom has become an integral part, insofar as informing teacher education practices. The findings suggest the necessity for teacher education to shift from a methodology-based program characterising EYL teachers qualifications to one which focuses on proficiency where translanguaging plays a vital role.