The aim of this study has been to investigate how and to what extent storytelling is being used as a didactic tool in teaching English to young learners in Ukraine and Norway. It explores Ukrainian and Norwegian teachers attitudes towards storytelling, focusing on the differences and similarities in their use of this technique. The method used in the study is a qualitative approach with semi-structured interviews. The informant sample comprises six teachers of English: three from Ukraine and three from Norway. The objective of these interviews was to acquire insight into how the teachers implement storytelling in the programme for young learners at the pre-reading stage, what materials they use and the challenges they experience while developing and delivering storytelling lessons. The findings from the study indicate that, for the teachers interviewed, both Ukrainian and Norwegian, storytelling has a place their English teaching, but it is not a very structured part of their lessons and is only picked up occasionally. This seems to a large extent to be rooted in the fact that storytelling is not highlighted in the current national curricula and textbooks for the primary school in either country, which also explains the lack of ready-made materials for storytelling to young learners in the pre-reading period. On the occasions when storytelling is used, it appears often to be by means of constructed short stories, made up by the teachers themselves in accordance with their current teaching needs, that is to raise students motivation, to introduce new vocabulary or to reinforce acquired vocabulary. It appears that, due to the limited time allocated to teaching English in the primary school, teachers find it difficult to conduct storytelling lessons entirely in English and they have to resort to help from the first language to make the input more comprehensible. The teachers reported that they find storytelling an efficient classroom activity, but a rather time-consuming one. The teachers interviewed suggested that time restrictions in their own everyday life may be reinforcing their tendency to rely heavily on the contents of course books, and may indirectly make it less relevant to include storytelling in the lessons. Generally, the teachers attitudes to storytelling in both countries indicate that they see it as an efficient didactic tool, provided that it is conducted in mixed language, i.e. telling the story partly in English and partly in the L1. At the same time, teachers find it difficult to use storytelling frequently in the classroom because of the limited range of available storytelling material adapted for the young learners. Based on these findings, I conclude that it may be possible to help establish the storytelling technique more firmly in the teaching process by developing a set of specially designed, structured teaching materials for Ukrainian young learners in the pre-reading period. Moreover, it appears worth consideration to blend English with the native language at the early stages of the storytelling programme, and then gradually reduce the amount of the native language used.