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ABSTRACT: Recognising the autonomy of Hong Kong English, which has become increasingly controversial in linguistic research, requires Hong Kong people to develop a sense of local identity within the English Language and to recognise its linguistic distinctiveness. Since local English Language teachers are believed to play a crucial role in the process, the study in this thesis examines these teachers ’ perceptions towards the issues of Hong Kong English and seeks potentials for implementing Hong Kong English into the language curriculum as a way to increase its local recognition. The results of the study reflect that Hong Kong English might be usefully implemented into the curriculum in two directions: as a module or unit within the syllabus for students who are more capable at learning English to increase their exposure and knowledge of different varieties of English; and as the medium of instruction in classrooms within the Extended Language Activity time for students who are less capable at learning English to relate their L1 Cantonese/Chinese to L2 English and arouse their interest in English. Supplementing other possible measures, producing a considerable amount of research studies about Hong Kong English is considered as the prerequisite for Hong Kong English’s implementation into the language curriculum and recognition of its autonomy. 1