The purpose of the study is to explore the general patterns of teachers' control in a English classroom of the senior class in May May Kindergarten, including homeroom teacher's and English teachers' control. Besides, to understand the difference between the native English teacher's control and the foreign English teacher's is the other purpose. The case study uses the educational ethnographic approach and data is collected through participant observation, videorecording, interview, and document gathering. The data is analyzed according to Grounded Theory. The findings are the followings. 1. The homeroom teacher is a disciplinarian, who uses the rigid "domination" strategy, various methods and strict punishment to regulate students. 2. Native English teacher uses the "soft domination" and "classwork management" strategies to control the pupils' behavior, while the foreign English teacher uses the "co-optation" strategy to attract children's attention. And all different cultural context the English teachers experience, different teaching responsibility they take, and different teaching philosophy they have make such difference.