Projects have been used in primary school education for over a century. As managing projects has become increasingly critical in the workplace, educators have an opportunity to prepare young children with the necessary project management knowledge and skills to succeed in the future. However, in the absence of empirical studies, it is difficult to know if, when and how this preparation is taking place. This study sought to explore the perspectives of Australian primary school teachers about children learning project management. Thirteen primary school teachers participated over a seven-month period. Qualitative data from interviews and surveys were transcribed and entered into NVivo. Reflexive thematic analysis was used to analyse, interpret, and present a story reflective of the teachers' experiences and thoughts. The results revealed several project management concepts being taught to students but fell short of a comprehensive approach to managing projects. While more challenges than benefits were reported by teachers, their recommendations for improving project management teaching in the future was the most important finding. As the first empirical study of primary school teachers and their perspectives on teaching project management, researchers and educators now have a foundation of knowledge to develop more comprehensive ways of teaching this important discipline to primary school students.