<![CDATA[This study aims to analyze elementary school teachers’ readiness to implement a deep learning approach in classroom practice. A qualitative case study design was employed, conducted at SDN Taktakan 02 in Serang City, Indonesia. The participants consisted of one principal and three teachers, selected purposively for their involvement in deep learning-oriented instruction. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that teachers’ readiness is at a transitional stage, characterized by adequate conceptual understanding that has not yet been fully supported by optimal implementation skills. Teachers have attempted to apply deep learning through instructional planning, the use of Higher Order Thinking Skills (HOTS)–based models, and authentic assessment practices. However, several challenges remain, particularly in pedagogical aspects, technology integration, and classroom implementation consistency. This study highlights that teacher readiness is not dichotomous but exists along a dynamic spectrum between conceptual understanding and practical implementation. Therefore, strengthening pedagogical competence, continuous mentoring, and institutional support are essential to optimize the implementation of deep learning in primary education.]]>
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