Purpose: The main purpose of this study was to explore the quality assurance practices in teaching English to young learners (TEYL) settings during the sudden switch to digital education. The investigation of the issue was conducted through triple perspectives including institutional, teacher and learner dimensions. Design/methodology/approach: A partially mixed sequential dominant status design (P4) method was adopted in this study. The qualitative and quantitative data collection techniques were incorporated, and the data were triangulated to ensure validity. Additionally, trustworthiness, credibility and transferability procedures were strictly followed for the qualitative data. Findings: The findings of this study revealed that the investigated institution in this study reacted this process swiftly and made the benefit of young and technology literate teachers while experiencing certain difficulties. On the other hand, teachers were confused in this process, and they showed signs that they were affectively influenced. The most prominent difficulty experienced by the teachers was the integration of four language skills to their teaching and assessment. A small number of the learners in this study revealed that they had negative attitudes toward online education, which was thought to be stemming from the lack of technological equipment and a suitable learning environment. Originality/value: To the best of the authors' knowledge, the present study is one of the first studies to explore quality assurance in TEYL in relation to distance education practices. As a three-dimensional study, the current study explores the issue from triple perspective as institutional, teacher and leaner perspectives.