Early childhood learning support in navigating the global development complex by facilitating early childhood students' acquisition of English as a foreign language. It offers numerous benefits, laying the groundwork for future academic, personal, and professional success. At the same time, determining the most appropriate method and schedule for introducing English in early childhood is the parents' responsibility, given their substantial role. The objective of this study is to determine parents' views on the introduction of English to young learners (TEYL). This research is a descriptive qualitative research method. 37 parents were willing to participate and consent to participate in the study. A questionnaire was distributed to the participants to ascertain their perspectives on integrating English as a foreign language into early childhood education. The findings were further elaborated through both closed- and open-ended questions. The findings indicate that parents' reactions to the introduction of English in early childhood, their expectations of schools regarding this implementation, the activities used to incorporate English during early childhood, the positive and negative impacts of such integration, and the potential drawbacks are all factors that considerably shape parental responses. This study proposed significant insights into integrating English language instruction within early childhood education. It demonstrates that parents are aware of the importance of introducing English in a developmentally appropriate way.