As part of the course, Teaching Young Learners, a teaching practice school visit took place on 12 and 26 February at the Vífilskóli in Garðabær. During the visit the English teacher, Björg Jónsdóttir, answered questions, demonstrated his teaching methods and skills. The purpose of the school visit was to observe English lessons, teach an activity, and connect the theoretical concepts taught in the course with real-life situations in the classroom. This report describes the situation of the schools, the main characteristics of the teaching programme, the activities taught and the interaction with students, as well as evaluating the implementation of the latest national curriculum and gender segregation. For starters, the school situation at the privatized Vífilsskóli is different from other municipally run schools in Iceland due to its gender-segregated curriculum. The private company Hjallastefnan ehf. has service agreements with several municipal divisions in Iceland; Vífilskóli, being one of its primary schools, was founded in 2010 for fifth and seventh graders. The Ministry of Education accredits schools that meet the general guidelines established by the National Curriculum for all Icelandic primary schools. Upon establishment, Vífilskóli's diverse ideological curriculum was infrastructured in the old framework of required competences of the 1999 National Curriculum Guide. However, the implementation of the newer 2011 National Curriculum has taken place in schools, allowing Vílilskóli an integration period until spring 2015. Hjallastefnan's diverse study programs emphasize English from an early age. For this reason, one might anticipate Vífilskóli's desire to increase English lessons accordingly, as referred to...... half of the document ...... poor input, social environment and perception of life, which violates the principles of Chomsky, Piaget, and Vygotsky's theories of child development in various aspects. Overall, the education of young students is an integration of an effective school system, well-educated teachers, and realistic methods and standards. The social environment teaches students to learn a language and interact, intrinsic motivation keeps them interested, and self-confidence helps them take risks. These fundamental aspects of learning should be embraced and taught in an enriched, gender-mixed social environment. In short, connecting the theoretical concepts learned in the course with real-life situations in the classroom not only improved my knowledge of the school system but also highlighted the importance of having extensive experience when teaching young students..