In circumstances of schools shutting down in an attempt to stop the spread of Covid-19, distance learning has posed a challenge for all participants in the educational system – students/pupils, teachers and parents. The aim of this research was to determine experiences and opinions of lower primary pupils (specifically, 4th grade) on online learning and encourage them to compare their emotions and experiences of in person learning in relation to distance learning. The survey was conducted on a sample of nineteen 4th grade students from an elementary school in Velika Gorica. Data was collected by conducting a semi-structured interview in four groups. The research was conducted in April of 2021, at the time when students attended classes in person. There were open and closed types of questions. Students listed positive and negative emotions related to online learning with negative emotions predominating. One of the benefits that students have repeated many times is more free time when classes should have been in the morning and generally more time spent at home. The most common recurring shortcomings are greater amount of tasks, that is tasks that they had to complete on their own without prior instruction. Most pupils list parents as the biggest source of help in the online learning period and the teacher as extra help if the parents did not know something. In this paper we also compare learning and teaching English in the circumstances of online learning and its differences in relation to in person learning with the English teacher wearing a mask. Since the pandemic is not over at the time of writing this thesis, the presented experiences could serve as useful guidelines in further organization of hybrid online and in person learning.