The currency of the English language has increased significantly in Indonesia, particularly in the education sector. Official policy provides no guidance on which variety of English must be adopted for pedagogic purposes. Within the paradigms of WEs, ELF and EIL, the pluricentric model advocates adopting endornormative models incorporating local varieties of English. Indonesia has more than 700 regional languages, in addition to Bahasa Indonesia, the official and national language. In this context, there are potential benefits in adopting a pluricentric model of English language instruction in which local varieties of English are accommodated. However, the extent to which teachers are willing to adopt a pluricentric model is moot. The study aimed to investigate if a local variety (or varieties) of English has a place in the education of primary school students in Indonesia. A sequential exploratory mixed method was employed in which the qualitative investigation was followed by a quantitative investigation. The qualitative data were gathered through in-depths interviews with 15 primary school English teachers working in schools in Central Java. In the quantitative investigation, questionnaires were completed by 2033 primary school English teachers in Central Java. Both qualitative and quantitative investigations revealed that the participants recognised the value of adopting endonormative models and that the majority strongly supported the adoption of a pluricentric model of English language instruction. However, whether the support of teachers for adopting a pluricentric model would affect ELT pedagogy was not clear, since there were many complex issues of concern to teachers with respect to the sustainability of ELT in primary schools. In conclusion, unlike other Expanding Circle communities, the majority of participants in the study recognised that the adoption of their local variety not only benefitted their students but also maintained cultural values and identity. This study has identified implications for ELT in primary schools: (1) the teaching of English as a local content subject motivated the teachers to support the adoption of a pluricentric model, and, (2) the current status of English as an elective subject may have a serious impact on primary school student English language proficiency thus undermining the intention of Government policy to improve the English competency across all levels of education.