The purpose of this study was to examine how democracy has been practiced and whatrndemocratization practices have been underway in Grazmach Pawlos Primary School. Thernstudy followed qualitative case study design that focused on upper primary gradesrn(grades 5-8) and randomly selected students, teachers, unit leader and principals.rnAccordingly, semi-structure interview, non-participant observation and questionnairernhave been employed.rnBy applying qualitative analysis upon the gathered data, the study found two sets ofrncontrasting results. The first set that which is substantially in congruence with the countryrnand scholars' expectations (participation of students in discipline and decision-makingrnthat affect them and their learning, participation of teachers in all decision-making andrnstrong relationship with the administration, academic freedom for teachers, the existencernof conducive physical environment, empowerment of female students as much as that ofrnmale students in terms of taking leadership and decision-making). The other set thatrnreflects practices which discourages democratic practices (insufficient school-parentrncooperation, overcrowded classrooms, inadequacy of training on democratic practices,rndifferential treatment between female and male students, demonstration of experience ofrnright more than the exercise of duties and responsibilities among students, persistence ofrnteacher-centered teaching approach, mishandling of misbehaving and mistreating thernstudents, and lack of interest, in teachers, to own one's own behavior). Finally, somernpoints have been suggested for future work in relation to gaps between intentions andrnpractices.