This study is aimed to explore the phenomenon of learning loss in English language learning during the post-pandemic era especially in primary schools setting. Additionally, this recent study offered information on post-pandemic perceptions, challenges, and strategies. The goal of the study is to fill the gap left by earlier research that did not address the perceptions, challenges, and strategies from the perspectives of primary English teachers. The participants in the data collection included seven parents of the students and fifteen primary English teachers. Both qualitative and quantitative data are available. A questionnaire with fifteen closed-ended questions was used to gather quantitative information about participants' perceptions of the phenomenon of learning loss in English language learning. Besides, the qualitative data were gathered through semi-structured interview guidelines including four core questions to get detailed information about the perceptions, challenges, and strategies. To get the data validation, this study uses member checking to ensure the questionnaire data and triangulation of the interview results. This study revealed that in elementary schools, the phenomenon of learning loss does occur in English language learning. According to the research's findings, several cognitive, affective, and psychomotor factors are impacted. Moreover, the challenges faced by primary English teachers are increasing the enthusiasm and motivation of children to learn, teaching in a classroom atmosphere where many students forget the material that has been taught, dealing with student's behaviour that tends to be negative such as lack of motivation, easily bored, efficacy and decreased self-confidence, and so on. For parents, their challenges are children's laziness in learning and dependence on gadgets. Last but not least, the primary techniques employed by English teachers are enhancing the quality of lesson plans, creating teaching aids like audiovisual materials or flashcards, giving out small notes or hardcopies with notes on the essential material, conducting routine assessments, holding remedial activities, and also taking part in online training to enhance teaching quality. While this is going on, parents can help by setting up study times with their children, rewarding them for learning, walking beside them as they learn, providing technology, and gradually introducing them to simple English commands