There is very little research done on the use and perceptions of icebreakers, and even fewer researchers have focused on young learners in this regard. This study investigates which icebreakers English teachers in grade 4-6 use in Swedish primary classrooms, why they use them, and what their perception is of how icebreakers can affect students’ oral production. Five semi-structured interviews were carried out, containing twelve questions formulated with a focus on significant factors such as motivation, engagement, foreign language anxiety and willingness to communicate, which are addressed in the research on icebreakers. The interviews were transcribed, translated, analyzed (more than once) and thematically categorized to answer the research questions. This showed patterns, perceptions, and trends that English teachers in grade 4-6 have of icebreakers and their use. Most of the teachers who were interviewed had a knowledge of what icebreakers are and what affect they have, and use them daily. As a tool for improving oral performance, icebreakers were seen as well-functioning by most of the interviewed teachers, even though not all of them believed they had time to use them. Only one teacher believed there to be other more effective methods to use. The study showed that teachers perceive anxiety and fear to be reduced by using icebreakers during English lessons, something that is necessary to promote speaking. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of icebreakers and their effects on students’ learning experiences and speaking ability. Moreover, the study helps fill the gap of research in grades 4-6, with new perspectives on teachers’ perceptions of young learners in relation to icebreakers.