Communicating successfully in a target language requires knowledge of pragmatics as this involves the ability to produce and interpret meanings appropriately in a specific sociocultural context. Therefore, pragmatics should be integrated in language teaching programmes right from the very beginning stages of learning, so that teachers can serve as good language models and input providers. However, whether teachers are adequately equipped with pragmatics knowledge and the necessary skills to transfer their understanding to their learners at the primary level has not received enough attention. To address this, the present chapter explores the perceptions of Spanish EFL teachers about the role of pragmatics in primary education. To this end, a questionnaire was designed to examine the teachers’ views on eight pragmatics-related aspects: (1) the importance of pragmatics, (2) pragmatic transfer, (3) learners’ identity and agency, (4) teaching pragmatics, (5) correcting pragmatics, (6) pragmatics in the curriculum, (7) pragmatics in textbooks and (8) pragmatics in exams. Moreover, follow-up semi-structured interviews were conducted to obtain an in-depth understanding of their views towards pragmatics. Results from this mixed-methods approach are presented and discussed. Finally, pedagogical implications are suggested regarding the need to integrate pragmatics as part of teacher education courses in the primary school context.