The purpose of this study was to develop and apply an elementary English instructional model based on CLIL(Content and Language Integrated Learning). It attempted to analyze students’ perceptions of CLIL-based elementary English classes. The research was carried out with two classes of fifth graders at an elementary school in Seoul. The speech between the teacher and students was collected and transcribed. Also, a semi-structured student interview was conducted to probe the learners’ perceptions. The result showed that the students had a high degree of satisfaction with the classes based on CLIL. According to the student responses, CLIL motivated them and increased their chances of using English. However, there were also drawbacks for participating in the CLIL classes. For example, some students needed more time or materials to comprehend the lessons. In addition, some pedagogical implications and suggestions for developing CLIL-based elementary English instructional model are included.