Children who attend English immersion institutions present largely different attitudes toward learning English. The current study attempted to explain these differences by examining the variations of children’s temperament (i.e., impulsiveness and anxiety). The study also investigated whether parent–child interactions as a means for English education could reduce the negative effects of such temperaments on children’s interests in learning English. Data collection was conducted through surveys of mothers and teachers of preschool children who attend English immersion institutions. Frequency analysis, correlation analysis, regression analysis, and Johnson-Neyman technique were performed. Results suggested that individual differences in children’s English learning interests could be explained by variances in the levels of impulsiveness and anxiety. Parent–child interactions using English were found to reduce the negative effects of impulsiveness on children’s English learning interests. Findings of this study may offer theoretical contributions to existing research in the domains of child temperament and language learning. Possible methods for practical application within the English learning environment to enhance young children’s interests in learning English are also presented.