<![CDATA[The gap between the idealism of progressivism and the actual practice of deep learning in classrooms calls for a deeper empirical investigation. This study aims to describe the patterns of implementing deep learning principles within the framework of progressive education in elementary schools and to identify the challenges and strategies used to address them. An exploratory case study was conducted using semi-structured interviews, participatory observations, and document analysis as data collection techniques. The unit of analysis consisted of the principal, teachers, and students from an elementary school implementing the Kurikulum Merdeka, while data were analyzed inductively using the Miles, Huberman, and Saldaña model. The findings reveal that the application of inquiry learning, project-based learning, and problem-based learning enhances students’ active engagement, conceptual understanding, and connection between learning materials and authentic experiences. However, variations in learning readiness, limited facilities, and curriculum demands pose major challenges that require adaptive instructional strategies and institutional support. Teachers address these constraints through differentiated instruction, authentic assessment, and professional collaboration. Overall, the study concludes that deep learning strengthens progressive educational practices at the elementary level and highlights the need for systemic support through continuous training, policy alignment, and adequate resources to ensure meaningful and sustainable learning experiences.]]>
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