This study was designed to explore the impact of EPT on primary school teachers’ development of speaking skills in English language. A case studies of two primary school teachers; one male and one female, who had attended the English Proficiency Training programme. The study focused on understanding what the teachers’ perceptions were about their learning from EPT program, what they learned regarding the development of their speaking skills in English; and how their new learning influenced their practices. Data were collected through interviews, observations, informal talks, group discussions and field notes. The study suggests that teachers’ personal commitment play an important role in the application of EPT in order to bring about a change in their practices to develop the speaking skills in English despite the challenges. It recommends that teachers need to bring about a change in their teaching methodology, moving from the traditional to the activity-based teaching method. It also suggests the need for coordination between the training institute and the district education officers for implementation of training, along with a strong follow-up mechanism.