This research aimed to examine the perceptions of English and kindergarten teachers about the English language learning needs of very young learners and to design an intensive English education program with the help of the data obtained. In this vein, a case study was conducted in a private school in Turkey. The data were obtained via interviews from the English and kindergarten class teachers working with kindergarten students in the 2020-2021 academic year. Research data were analyzed using content analysis on NVIVO program. The findings were grouped under four subtitles: English learning needs, pedagogical needs, material needs, and assessment needs. The findings showed that kindergarten students need equal amounts of natural and modified input. In addition, it was advocated by all participants that the elements of psychological resilience should be taught to students both inside and outside the classroom. The importance of using online materials inside classrooms in line with the needs and ages of the 21st century students, who are digital natives, was emphasized by the participants. Moreover, the participants argued that assessment has an important place in early childhood as in every age group and that assessment should be applied in this age group as well. By analyzing these results and the Common European Framework of Reference for Languages (CEFR), an intensive English education program, consisting of ten themes, was prepared.