The present study aims to explore the real situation of rights for learning in elementary schools based on the experiences and recognitions of teachers working for elementary schools where the policy of minimal academic achievements is put into practice. For this purpose, 6 elementary school teachers, who have served as both a homeroom teacher for student athletes and as a supervisory teacher in G City and J Province, were sampled, and in-depth interview was conducted with them. In addition, previous researches were reviewed in order to overcome the spatial and temporal limitations in pursuing the purpose of this study. For the data collected, Cresswell''s(2007) four-step spiral analytic procedure was applied. The results thus derived are as follows: First, elementary school teachers perceive the achievement system as not properly reflecting the educational field, due to a lack of understanding the field. Next, the fundamentals underlying the system are betraying the essential values of school education. In conclusion, it is high time to reexamine what the purposes and values of school education are essentially.