This study aims to examine how deep learning is applied at SDN Sungai Miai 11 Banjarmasin, as well as to identify obstacles and adaptive strategies used by teachers in the learning process. This study uses a qualitative approach with a single case study design involving first-grade teachers and the principal as the main sources of information. Data collection was conducted through in-depth interviews, non-participant observation, and document analysis, which were then analyzed using the Miles and Huberman model following Yin's case study analysis guidelines. The results show that teachers have a fairly strong understanding of the concept of deep learning and have tried to apply it in the learning process, but implementation is hampered by limited facilities, initial literacy gaps, administrative pressure, and the challenge of designing contextual learning. Teachers developed adaptive strategies such as using simple media, utilizing personal items, and collaborating with school principals and parents. In conclusion, the success of implementing deep learning is highly dependent on systematic support, including teacher competency development, strengthening basic literacy, providing facilities, and policies that ease the administrative burden on teachers.