In class, students approach their work differently: some are motivated, engaged, and some are more passive. Students’ engagement is often defined through behavioral (students’ effort), emotional (interest and desire to learn), and cognitive dimension (students’ learning strategies). Certain authors propose a fourth dimension of engagement, agentic engagement (student’s own initiative), by which students use different methods to change the lesson according to their interests, through which they create a more stimulating environment for learning. Previous studies focused on older students and their views on agentic engagement, but to a lesser extent on teachers’ perspectives. Followed by this, the aim of this research was to describe the manifestation and determinants of agentic engagement in learning among elementary school students from the teacher’s point of view. Ten classroom teachers from elementary schools of Sveta Nedelja and Sveti Ivan Zelina participated in qualitative research in which a semi-structured interview was used. Thematic analysis was used for the analysis of the data. The results showed that teachers recognize agentic engagement in learning through students’ questions, the expression of their interests and needs, the creation of something new, the expression of ideas and thoughts, and various views of expanding knowledge and research. As the most important contextual determinant that contributes to the development of agentic engagement, teachers state the role of the teacher (teaching methods) and the role of parents (support and encouragement). Teachers emphasize student’s interest as the most important individual determinant that increases agentic engagement in learning. Contextual determinants that, according to the teachers, reduce agentic engagement are monotonous learning methods such as frontal instruction and a controlling attitude towards students that includes criticism, punishment, and emphasis on evaluation. Teachers mention age - entering puberty as the most important individual determinant that reduces agentic engagement. Related to this, most teachers believe that agentic engagement decreases with the increasing age of students. The results of this research can be a guideline for the work of teachers: to recognize and encourage the agentic engagement of students.