Experiential learning is a child-centered approach to education designed to minimize the role of authority, shift the power dynamic away from the teacher, and place children at the center in curriculum activities. In direct instruction, teachers play a leading role in constructing and delivering lessons to students. Direct instruction occurs when teachers present the latest information or skills in small, sequenced steps and provide clear explanations, modeling, and guided practice. This qualitative research investigation took place in an elementary school located in a suburban school district located in the Midwest region of the United States. This study's objective was to investigate the incorporation of experiential learning and/or direct instruction methods used by teachers in early elementary-level classrooms. Eight teachers, two from each grade level were virtually interviewed one-on-one, members checked for accuracy, and then four teachers participated in a focus group. Teachers shared their perceptions of best practices when instructing early elementary students, which included recognizing learners' uniqueness, striving to create an educational environment responsive to students' needs, fostering a sense of ownership, and motivating students in the learning process. [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.]