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The purpose of this study is to get meaningful information about elementary school teachers’ needs for developing an intensive English in-service training program. For this purpose, the study was carried out in the following stages. Firstly, a self-questionnaire was developed within 6 categories: (1)teachers’ communicative competence, (2)administration of curriculum, (3)instructors, (4)contents, (5)teaching-learning methods, (6)evaluation and extra-curricular activities with 21 sub-items using 5-point Likert scales, selection and multiple response types. Secondly, a needs analysis was conducted on 905 elementary school teachers through this developed self-questionnaire. Then, the results were analyzed in relation to various teachers’ backgrounds such as age, working areas, teaching grades, teaching experiences and training program experiences. In accordance with the communicative competence, there were implications about teachers’ self-confidence for communicative competence, teachers’ recognition for the importance of communicative competence, and prominent factors that English teachers should have or develop. Also, topics such as dividing teachers into several classrooms according to their English competence level, using only English anytime and making consequences for breaking the “Only English” rule were issued. In this paper, the results include categories (1), (2) and the results of other categories will be discussed in a different paper.