Flow is defined as a state of optimal experience in which the individual only experience of doing a particular activity gives a feeling of pleasure and happiness that he will continue with this activity without taking into account external rewards, only practicing this activity is a reward for the individual (Csikszentmihalyi, 2006). The types of activities during which one can experience flow are varied and numerous studies have been conducted that show that almost every individual regardless of age, gender, status in society, economic status or place in which he lives can experience flow (Moneta, 2004). The aim of this studywas to examine the frequency of experience of flow in children of the fourth grade of primary school and what are the types of activities during which students experience flow and whether these activities coincide with the activities with which they normally engage. Furthermore, the frequency of the experience of flow in school and during which school subjects were examined, assuming that they would experience flow during their favourite subject. The study was conducted in a group in two fourth grades, on a sample of 38 students. After describing the state of flow, students answered questions about how often and in what activities they experience flow, at school and during their free time. The results obtained show that most of the students experienced flow, 87% of them. Iti s equally experienced by male and female students. Mostly they experience flow in activities that students have listed as their hobby, that is, activities that they engage in in their free time. The most prevalent activity for the time they experience flow is playing games. Male students more often mention sport activitiec and playing video games, while female students more often mention school activities, relaxation and other.Almost 60% of students do not experience flow in school. IAt school, a minority of students experience flow, schoolgirls are more likely to experience flow than students. The subjects during which they experience flow are mostly objects that they have listed as their favorite or most difficult subject. They mostly cite mathematics as the most difficult subject during which they experience flow. Given the less frequent experience of flow in school, it is also concluded that an adaptation of the way students are educated is needed while creating more opportunities for a possible experience of flow during class.