This study reviews recent empirical and review-based literature on the implementation of the Natural Approach in Teaching English to Young Learners (TEYL) from 2021 to 2026. The review is grounded in Krashen and Terrell’s theory and examines how comprehensible input, low-anxiety conditions, and child-appropriate mediation are operationalized in primary EFL classrooms. Using a qualitative thematic literature review design, the study synthesizes eleven selected sources through thematic analysis and identifies two major themes: Input-Rich Multimodal Mediation and Affective Comfort Versus Structural Constraints. The findings show that the Natural Approach is increasingly enacted through visual storytelling, digital storybooks, TPR, songs, and game-based learning, all of which help children process English through meaning rather than explicit grammar instruction. At the same time, the literature consistently reports structural barriers in EFL settings, including limited instructional time, restricted exposure outside class, and curriculum pressure toward measurable written outcomes. The review concludes that the Natural Approach remains pedagogically relevant for TEYL, but its effectiveness depends on local adaptation, teacher mediation, and supportive institutional conditions