The objective of this thesis and research are parents’ attitudes towards English language learning in early childhood and preschool age. Based on relevant literature, the thesis presents a theoretical framework for mother tongue and foreign language acquisition. In addition, research was carried out amongst parents (N=48) of a small group of early childhood and preschool-aged children enrolled in the programme for early learning of English as a foreign language. Research goal was to gain insight into parents’ attitudes regarding English language learning at early childhood and preschool age, that is, investigate parents’ attitudes about the reasons for enrolling their children into a foreign language programme and about the activities used for teaching and learning the English language, as well as to explore the degree of parents’ satisfaction with the existing programmes for early foreign language learning. The research instrument was an online survey aimed at eliciting parents’ attitudes. Considering the aims that have been defined and based on the obtained responses, it may be concluded that the main reason for enrolling children into a foreign language programme is parents’ opinion that knowledge of a foreign language is enriching. Encouraging foreign lan-guage use in free-play and the use of games and songs have been mentioned by parents as the most efficient foreign language teaching activities. Parents are mainly satisfied with the existing foreign language programmes, while the minority of parents who expressed their dissatisfaction have offered suggestions for improvements.