This research was conducted due to the challenges faced by teachers in teaching deep learning in elementary schools, especially in the independent curriculum that requires students to think critically and understand a concept in depth. This study aims to describe how teachers overcome problems in deep learning theory and influence students' learning experiences at SDN Kuin Cerucuk 4. This research uses an exploratory case study with a qualitative approach. Data were analyzed in depth, obtained from teachers and fifth-grade students, observations, and analysis of learning tools. The objects in this study were students, fifth-grade teachers, and the learning situation in fifth-grade classes. Teachers still face problems in time management, lack of facilities, and demands to prepare creative and strategic learning media. Students are enthusiastic and understand well when learning outside the classroom, although some need assistance to learn more confidently. These findings indicate that readiness for deep learning is based on teachers, adequate facilities and infrastructure, and learning models tailored to student characteristics. This research has a positive influence on the development of teacher competencies and the improvement of actions.