The gap between the concept of student-centered learning and its implementation in classroom practice has become an important issue in primary education, as it may hinder optimal student engagement. This study aimed to analyze the gap between the concept of student-centered learning and classroom practices in an elementary school setting. A descriptive qualitative approach was employed at SD Negeri Sribitan 1, involving six students and three teachers selected through purposive sampling. Data were collected through observations, interviews, and documentation. The findings revealed that most students were not actively engaged in learning, not because they lacked understanding of the subject matter, but because of psychological factors such as fear of making mistakes, low self-confidence, and concerns about peer judgment. On the other hand, classroom learning remained largely teacher-dominated, while students tended to wait for instructions and rarely took initiative during learning activities. These findings indicate that low student engagement is associated with psychological factors, learning habits, and patterns of interaction that develop throughout the learning process. Therefore, efforts to promote student-centered learning should focus not only on instructional strategies but also on students’ psychological conditions and established learning habits.