This qualitative study aims to investigate the English language teaching practices at the kindergarten level (ages 3 to 6) in an international English-mediated instruction Saudi school based in Riyadh. The study also aims to uncover the tacit beliefs of kindergarten teachers that underpin their teaching practices. The sample of the study consists of 6 senior kindergarten teachers with more than 5 years of experience. They were interviewed to elicit their tacit beliefs after observing their English language teaching (ELT) practices within their classes. Exploring their practices and beliefs helps in spotting the main trends in ELT for kindergartners who are at a critical stage of language development. Data were collected from semi-structured interviews, classroom observations, and assessment records provided by the school, then analyzed by thematic analysis. Thematic analysis of the data revealed nine themes in ELT: Bilingual children’s development, circle time, learning centers, classroom displays and decorations, making it fun and educational, total physical response, situated language teaching, and assessment. Based on insights gleaned from the study, the study provides vital implications that serve educational leaders and policymakers in Saudi Arabia.