Introduction The English language continues to gain recognition around the world. Institutions and governments across the globe are now formulating policies to facilitate the introduction of English into the curriculum (Bolton, Graddol & Meierkord 2011). The case for English is that individuals who possess language competencies are more likely to compete favourably in the job market than those who lack these skills (Watkins 2007). Wright (2007) has reported that the majority of countries outside the Anglophone’s inner circle are increasingly expanding the use of English. The current era of globalization is redefining the role of English in non-Anglophone countries. Background to the Problem The Kuwaiti Ministry of Education has introduced English as a compulsory subject for students in grades one to five. Conversely, concerns have emerged over the incapacity of teachers to provide adequate instruction. The principal issue is that students demonstrate weak and limited proficiencies in both written and spoken English once they transition from the elementary classes (Pajeres 2013). Nizonkiza (2011) has questioned the manner in which Kuwait trains its English instructors. The preparation of these teachers fails to address the political and cultural implications of using English as a global language (Karathanos 2009). Statement of the Problem The worldviews and perceptions of teachers influence the delivery of education content significantly (Ezzi 2012; Teik 2011; Wright 2010). The analysis of the current literature has identified a correlation between the teachers’ beliefs and instructional practices. The tutors’ learning or teaching experiences presents an imperative challenge for the tutors (Leno & Dougherty 2007; Yan 2009). Nozinkiza (2011) has opined that these encounters influence perceptions, as well as the subsequent actions that teachers adopt in the classroom. The Purpose of the Study and Research Questions One of the domains of teaching languages is ensuring that learners develop requisite skills vocabulary (Ghaffarzadeh 2012a). Most schools in Kuwait are performing poorly because their students are not familiar with the English vocabulary. Thus, the principal purpose of this research is to investigate the relationships between primary school teachers’ beliefs and their students’ vocabulary intake. The pursuit of this goal will entail answering the following research questions:  1. How do primary school teachers in Kuwait perceive the vocabulary teaching in their content area?  2. Are the teachers’ beliefs about vocabulary teaching in harmony with the current research on lexicon instruction and development?  3. Are the teaching practices among Kuwaiti primary school teachers sufficient to facilitate vocabulary intake?  4. Do the teachers transmit vocabulary knowledge using techniques that encourage both active learning and processing? Significance of the Research The findings from previous studies have underscored the importance of vocabulary acquisition to students who are learning English as a second language (L2). For instance, Ghaffarzadeh (2012a) has found out that vocabulary skills provide a firm foundation for learning about sent