The Ministry of Education in Saudi Arabia has recently updated the foreign language education policy (FLEP) lowering EFL exposure to first-grade students. Such FLEP involves multiple stakeholders including school officials, teachers, and parents. This study explores Saudi parents’ attitudes and ideologies toward the new state policy. Understanding parents’ expectations and attitudes could diminish the challenges that could arise along the way, and ultimately assist in the success of FLEP. Six participants volunteered to be part of semi-structured interviews. Only parents of first-grade children were eligible for the study. The interviews were conducted via Zoom, transcribed, and verified by participants. An inductive thematic analysis was used to elicit parents’ attitudes and insights toward the FLEP. The qualitative thematic data analysis revealed four emerging themes: (1) Policy and English language approval, (2) policy implementation, (3) ideological beliefs about policy impact, and (4) parents’ involvement. This study adds to the existing body of research on FLEP and advances it by offering evidence of the significant role of parents’ beliefs and attitudes as considering them could raise the potential of having effective and successful FLEP.