This study aims to find a correlation between (1) teachers' perceptions of the TPR method; (2) implementation of teaching English using the TPR method. Case studies are research that is included in the type of qualitative research. The participants of this study were 3 teachers from the English course who implement the TPR method with a participant selection technique using purposive sampling. Data collection in this study was carried out using questionnaires, interviews, observations, and document analysis. The trustworthiness carried out was method triangulation and data source triangulation and member checking. Data analysis carried out included data reduction, data presentation, and drawing conclusions. The findings found that: 1) Teachers’ perception using TPR: a) Cognitive showed all participants understood the concept of TPR and the benefits, b) Affective showed all participants felt enthusiastic and confident using TPR method, c) Conative showed all Participants highly willing to continue using TPR. And 2) The implementation of using TPR: a) Warm-up activities used song combines with movements, b) Vocabulary teaching by associating words with action (e.g., jump, sit down, run), c) Games like Simon Says and used fly swatter combines flash cards to increase motivation. They also faced challenges such as limited classroom space, students becoming too active, or difficulty in managing large group. The implication found that that teachers themselves hold an essential role in successfully applying the TPR method in early childhood language classrooms. Also, the implication found that teacher education programs should not only the theoretical importance of the TPR method, but also its practical value in promoting meaningful language learning for young children.