This work is focused on integrated days in classroom and the implementation of research with the aim of gaining insight into the representation of integrated days in lower grades of elementary school, examining teachers' views on the organization and preparation of integrated classes, determining student motivation and encouraging creativity and effectiveness of this form of teaching in the process of acquiring knowledge. For the purposes of the diploma thesis, an integrated teaching week was conducted in 2nd grade of primary school during which students' motivation, activity, their success in learning new material and their creativity in completing tasks were monitored. Integrated teaching took place around a clearly defined central topic, and students looked at problems from multiple aspects and acquired knowledge and skills. When preparing for the given topic, it is important to know how the learning goals that we have to achieve are first integrated into the topic, and the teacher is given the freedom to choose the methods and forms of work that will be used to do this. The topic should be covered in at least two subjects and realised through reading, playing, singing, exercising, practical work etc. The integrated day is the most appropriate form of integrated teaching for students in class, which encourages student cooperation, and compared to regular, traditional classes, which are mostly characterized by a frontal form of social work, it is interwoven with a dynamic exchange of different activities. The end result of this paper describes the students' attitudes about integrated days, how much this form of teaching motivated them, in what ways it was difficult or easy for them to adopt new content, and whether they were satisfied with the freedom they had during the implementation of the planned activities.