Teachers play a significant role in developing the Tamil language skills of primary level students. This study aims to identify the contributions of teachers in developing language skills (reading, speaking, and writing) among primary level students in Tamil medium schools within the Homagama Education Zone. To achieve this, sub-objectives were formulated to identify the strategies used by teachers to develop language proficiency, the teaching approaches employed to enhance language skills in the primary section, and the communication methods utilized by teachers. A mixed-method research approach was adopted for this study. The sample consisted of 70 teachers (selected through random sampling), 5 principals, and 5 vice-principals from schools within the Homagama Education Zone. Data were collected through questionnaires and interview schedules. Questionnaires and interviews served as the primary data collection tools. To gather information regarding teacher qualifications, experience, and the teaching strategies they utilize, both closed and openended questionnaires were employed.According to the findings of the study, teachers showed a very high level of engagement (Mean: 4.72) in using creative strategies such as picture stories and short essays to develop students' writing skills. Learning through play (Mean: 3.97) and the use of audio-visual aids (Mean: 4.36) also recorded significant averages. Although teachers performed well in maintaining clear communication with students (Mean: 4.14), a very high variation (SD: 6.55) was observed among teachers regarding writing skill practice. Irregular student attendance and the lack of proper parental guidance were identified as major causes of learning loss. Therefore, this study recommends the appointment of specialized resource persons at the zonal level, the improvement of technological facilities, and the necessity of prioritizing remedial teaching by extending learning activities beyond regular school hours