This study investigates the impact of early English education on the affective characteristics of English learning among fifth and sixth-grade elementary school students in South Korea. A total of 639 students, with parental consent, participated in the survey. The research found that 79.9% (511 students) had experienced early English education, with the initiation timing split between pre-elementary (246 students) and early elementary grades 1-2 (265 students). Utilizing a questionnaire developed from previous studies and adjusted for this research, the study measured affective characteristics including self-efficacy, anxiety, interest, motivation and attitude, and the perception of the necessity of English, across 40 items. The findings indicate that students with early English education displayed more positive perceptions across all measured affective domains, particularly in self-efficacy. Anxiety was also significantly impacted, highlighting the need for strategies to manage students’ anxiety levels and foster a positive learning environment. Moreover, students who began English education in pre-elementary stages showed higher scores in self-efficacy, interest, motivation and attitude, and the perception of the necessity of English, underscoring the benefits of early English learning initiation. This study underscores the significant role of early English education in developing positive affective characteristics towards English learning.