In this research, the attitudes of 100 teachers regarding the role, implementation, and challenges of conducting experiments in natural sciences in lower grades of primary education were analyzed and explored. The theoretical section of the paper emphasizes the significance of experiments in education, particularly in the field of natural sciences, highlighting their role in developing critical thinking, research skills, and a general understanding of Nature and Society. It also underscores the teacher's role as a key figure in the successful execution of experiments in teaching. Through the analysis of survey results, the research shows that teachers recognize the importance of experiments in education but face issues such as a lack of adequate space, equipment, materials, and time for conducting experiments. The majority of teachers conduct experiments of a demonstrative or group nature, selecting experiments based on their complexity and organization. Respondents also indicate emotional and financial support from parents in carrying out experiments. While there is divided opinion about whether the prescribed number of experiments is sufficient, the research suggests that conducting experiments more frequently could significantly enhance the understanding of the subject matter and increase student engagement. The results of this paper can serve as motivation for elementary school teachers and provide guidance to those involved in curriculum development and educational planning. It can raise awareness about the challenges teachers encounter and offer suggestions for improvements in the education system.