Academic emotions are emotions pupils experience daily in the school environment. This paper brings simple qualitative analysis of emotions experienced by fourth grade students in elementary school. It delivers a review of various situations in which students feel enjoyment, relief, anger, boredom, worry, sadness, pride and relaxation. The research is conducted on the sample of 78 participants; fourth grade students from two elementary schools; Elementary school Bistra and Elementary school Velika Mlaka. Situations in which students feel specific emotion in the greatest amount are brought out by analysis of students' responses. In a statement which includes the emotion of enjoyment, students mostly mention the situation of spending time with their friends. Most of the responses mentioned for the statement regarding the emotion of relief are connected to the situation of receiving a good mark and in the statement which includes the emotion of anger most of situations students mention are connected to mistreatment by their peers. Statements regarding the emotions of boredom and relaxation show various of different students' responses. For the emotion of boredom there is a list of various situations from the class in which students feel bored, while, regarding the emotion of relaxation, it is vice versa; students list situations in connection with playing with their peers, break or leaving the school. Most answers in the statement which includes the emotion of worry, are in connection with waiting for the grade from some exam or with the exam and the oral examination as the factors which cause the emotion of worry. The answer which stands out regarding the emotion of sadness is receiving a bad grade, while receiving a good grade to a great extend causes students the emotion of pride. There are only few questioners which do not include at least one situation in which grades, exams and oral examination are mentioned, while there are only few of them which include some factors relevant for the educational process; like teachers and peers. These results, which indicate the large impact of the grades on the students even in that early phase of the education, raise the question why students are so concerned about the grade itself. Results also arise the conscious of students´ preoccupation with the grades. This type of research has significant implications for the creators of the curriculum but also for the teachers, in a way that it shows the need for changes in the education system. In other words, it indicates the need to redirect the focus from the grades to acquiring knowledge and expending viewpoints through interaction with peers and teachers.