With the complexity and contradictions associated with conceptualizing learner-centered (LC) education, teachers need support to transform their teaching into LC. Teachers who are expected to teach using teacher-centered practices, like teachers in India, also need this support; however, little is known about these teachers' LC knowledge, perceptions, or methods. For this reason, this qualitative exploratory case study aimed to explore Indian teachers' perceptions of and experiences with LC pedagogical practices in elementary schools. The study's theoretical framework consisted of Piaget's (1980) constructivist theory, which infers that learners develop by demonstrating the relationship between existing knowledge and current information. The purposive sample included 20 Indian teachers from two schools in Bangalore, India. Data collection methods included a questionnaire, one semi-structured virtual interview per participant, and a document review of the teacher's lesson plans, notes, and activity sheets. Data were managed and analyzed using NVivo software. The researcher conducted a thematic analysis resulting in six themes: (a) experiences creating a class structure that fosters or hinders LC education, (b) experiences and perceptions of LC education, (c) teacher experiences being a learner, (d) decisions related to implementing LC education, (e) teacher perceptions and experiences how to deliver LC pedagogy, and (f) teacher capacity to deliver LC education from teacher training. The conclusions of this study suggest that teachers from both schools made specific instructional decisions that align with LC practices. The implications suggest that Indian teachers need consistency when making instructional decisions, teacher training, and student achievement when implementing LC education. The researcher recommends continued exploration of teachers' perceptions of implementing LC education so that teachers and administrators, including government officials, adopt research-based teaching strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]