Dancing is a need for every child to express themselves and should not be denied. As such, it is important for a child’s emotional, cognitive, and motor development. There are various types of dances that have potentials applications in the classroom that jet needs to be discovered. According to general lesson plan (“nastavni plan i program” and “kurikulum”), dance structures are taught only in Physical Education, from the third grade of primary school, before that, dance structures are replaced by rhythmic ones. Although interdisciplinarity is mentioned in all of the general lesson plan, it is at the forefront of the curriculum. Cross-curricular topics advocate for the child’s overall growth and development through various content focused on universal human values and the development of competencies necessary for life. Moreover, an experimental “Škola za život” program was launched by the Ministry of Science and Education to check the effectiveness of the new curriculum, the form of working methods, and teaching aids about the satisfaction of school participants. The aim of this paper was to show how much of the teachers use dance and movement in everyday teaching, in which subjects, domains and to what extent. As part of the work, the research was proven by a survey questionnaire on a sample of 122 teachers working from 1st to 4th grade of primary school. After 18 questions aimed at using “movement learning” in classroom teaching, the results indicate a higher number of teachers who use movement in their teaching, while the number of other teachers who do not use “movement learning” is significantly lower. The movement is mostly used in the subject of Physical Education and Music.