In spite of the extensive literature and empirical studies on teacher roles, very few studies have addressed the complexity and changing roles of teachers through the complexity of teacher beliefs. This study explores the elementary school teacher's beliefs about her roles to gain clearer insights on teacher roles in teaching English to young learners. It focuses primarily on the EFL teachers’ beliefs about their role in teaching English at elementary schools, how EFL teachers realize those beliefs into practice, and what the challenges are. To explore these issues, semi-structured interviews, classroom observation, and document analysis were deployed as data collection methods in this ethnographic case study. Through thematic analysis, the study reveals that the teacher believes that she played many roles and classified the roles into four different themes; (1) prioritizing students’ needs and interests (need analyst, information seeker, information exchange, decision-maker, material developer, and teaching method decider), (2) presenting and delivering the materials (presenter and lesson reviewer, knowledge provider, facilitator, and role model and language role model), (3) relationships with students (attention-getter, initiator and sustainer of interaction, and motivation booster), and (4) relationships with students’ parents (facilitator, and problem solver). There is conformity and discrepancy between the teacher's beliefs and classroom practices. The conformity is related to the teacher’s belief about her role as material developer, and the discrepancy is related to the teacher’s beliefs about her roles as decision-maker (i.e., learning objectives), and teaching method decider. In addition, even though the teacher has played many roles, the teacher still faces some challenges. Such challenges are related to communication with the students’ parents and related to working time. These imply that teacher professional development and teacher competence become a concern in order to optimize the teachers’ roles.