This paper describes a teaching project for primary school English (PSE) in a pre-service teacher education course, drawing on the peer coaching principle; it explores student-teachers' performance and understanding in PSE teaching. With an action research approach, a teacher educator (the author) observed student-teachers' performance throughout the project and reviewed written documents including lesson plans and their reflection notes. The author acknowledged that the project was overall implemented successfully, and all participants collaborated with one another. In their perception, student-teachers positively judged the project as a useful PSE teacher training opportunity. Conclusively, peer coaching is a beneficial concept to help teacher educators develop a PSE training course which enables student-teachers to learn in an autonomous and collaborative manner.