This qualitative study focuses on the adoption of learner-centeredness in the English language classroom, and whether it is mediated by culture. With the use of observations, and interviews, and using a socio-cultural framework, this investigation examines primary school teachers' perceptions of learner-centered teaching, how they implement that teaching in the classroom and how this is negotiated by culture. Students' perceptions of their learning are also reflected upon. The research findings reveal that most teachers were able to demonstrate aspects of learner-centered teaching; however, they were not proficient in explaining theory. They emphasised that their effectiveness was impacted by a lack of confidence, a perceived deficit of pronunciation ability, the lack of opportunities to use English outside the classroom, a shortage of qualified English teachers, and excessive extracurricular activities at schools. Students liked to learn English, although the teachers regard their students as lacking in confidence. Students particularly like playing games, singing songs, working in groups and prefer their teacher to mark their work. This research has possible ramifications for teacher training, as there may be a requirement for the local context and culture, and the involvement of all stakeholders in the education process when implementing successful educational change.