The English language is undoubtedly the most widely spread and the most widely used in the modern informatics world. In order to handle technology successfully and to communicate with people from other countries as well as for education and employment, the knowledge of English language is required. Consequently, the question that poses itself is the question of the right age to start learning this language. Language learning as one of the first skills that a young child has to master has been theorised about since the beginnings of linguistics. As mother tongue learning, foreign language learning has in some aspects remained unexploited and pluralistically explained. In such a pluralistic situation, where there are both supporting and opposing sides to early foreign language learning, parents experience doubts when trying to decide in which activities to enrol their children. In this paper, some of parents’ motives to enrol their young children into early English language learning are parents’ positive attitudes towards English as a foreign language, realising the importance of early English language learning and the benefits their children receive from it, both on the social field and cognitive. Moreover, parents’ awareness of regular schools’ insufficiency concerning English language learning, as well as language learning solely through media input, has led numerous parents to enrol their children into additional English language learning. Since this research is based on quantitative analysis, the objective was to check the examinees’ agreement with some of the potential motives, as well as their expectations and content with the programme their child is enrolled into and their attitudes about bilingualism. The level and order of motives, as well as the parents’ correspondence, was expected and there was no significant difference among the sociodemographic characteristics (gender, age, education degree, living place size).