This study aimed to investigate English teachers’ beliefs and experiences regarding vocabulary teaching in grades 4 to 6, especially the effects concerning pupils’ vocabulary learning when the participating teachers use the communicative approach. The study also explores the methods and strategies teachers use to motivate their pupils to acquire vocabulary. Two research questions are addressed in this study; one asks how and for what purpose do the participants work with vocabulary teaching, and the other asks whether the communicative approach impacts vocabulary learning of pupils. This qualitative study involved semi-structured interviews with five English teachers. Thematic analysis is used to identify patterns in the result. The result of the study shows that vocabulary teaching in English lessons is based on contexts and materials, for example by using texts from textbooks, workbooks, materials available online, creating own materials, and digital tools. The results further show that repetition of vocabulary helps the pupils retrieve and remember the meaning of words, which in turn makes it easier for them to recall the word in other forms. Interviewed teachers have highlighted the need to provide motivation and purpose for pupils to learn vocabulary and to comprehend methods and strategies. Moreover, vocabulary teaching based on pupils’ life and interests enhances their ability to learn new vocabulary.