Primary schools in Sweden today display a significant lack of aesthetic learning processes and non-traditional teaching methods in all school subjects. It is well established, through previous studies, that the use of music, art, dance and drama activities benefits student’s language development in second language learning. This study aims to investigate how English teachers in year 4 work with aesthetic learning processes and non-traditional teaching methods in the classroom. Therefore, only the school subject English will be focused on in this study, as it is the first compulsory foreign language that is taught to students in Swedish primary schools. The question formulation of the study is: how often do English teachers in year 4 work with aesthetic learning processes (non-traditional teaching methods) in their teaching? How does the use of aesthetic learning processes affect students' learning, motivation and participation in the school subject English according to the teachers? This study was conducted using a qualitative research method, with semi-structured interviews, as well as classroom observations, with five teacher participants from different primary schools. The theoretical viewpoints of the study are Howard Gardner’s theory of multiple intelligencesand Thomas Guskey's model for professional teacher development. The analysis of the results showed that only a small group of teachers have competence and knowledge in aesthetic learning processes. The teachers in this study, who lack educational experience on the use of aesthetic learning processes, tend to have more negative attitudes towards aesthetic activities in the classroom. Teachers who, on the contrary, have had courses on aesthetic learning processes in educational programs, often use these types of activities during their English lessons. The lack of non-traditional methods in some teacher’s lessons seems to have a connection to the teachers own educational experience, as well as their attitudes towards the use of it in the classroom. The fear of failing and losing authority in their lessons is one of the crucial factors to why some teachers avoid going beyond the methods they use themselves in the classroom. The increase of student motivation, as well as the desire to learn English, in non-traditonal activities is something all the teachers agree on. The teachers also emphasize that this type of activities becomes a way for the students to concretize their knowledge. The students seem to learn new words better by singing them and dare to speak English orally with activities where they can express themselves in many different ways. Thus, the students develop their english language through creative subjects and activities. In conclusion there is still a significant lack of non-traditional methods in primary schools in Sweden, which can be linked to the teachers educational experience and competence, as well as their attitudes and own beliefs.